Crash Encounters: Negotiating Science Literacy and Its Sponsorship in a Cross-Disciplinary, Cross-Generational MOOC.

This article examines how scientists, classroom teachers, poetry educators, and youth negotiated the domains of science through their engagement in a two-year Massive Open Online Collaboration (MOOC) funded by the National Science Foundation. To make sense of learners' unconventional and interdiscip...

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Publicado en:	Community Literacy Journal Vol. 16; no. 2; pp. 63 - 89
Autor principal:	West-Puckett, Stephanie
Formato:	Artículo
Publicado:	Community Literacy Journal Spring2022
Materias:	National Science Foundation (U.S.) Scientific literacy Classrooms Teachers Culture conflict Frames (Social sciences)
Acceso en línea:	Ver este registro en EBSCOhost