Knowledge Community and Inquiry about Big Data among High School Students with Interactive Orchestrated Learning Space
نویسندگان
چکیده
In this study students engage in learning about Big Data in a Knowledge Community and Inquiry curriculum. Using a design based approach, a three week statistics unit was developed to allow students in a 12 grade mathematics course to explore advanced concepts in Big Data, using interdisciplinary themes. Learning trajectories were guided by an Interactive Orchestrated Learning Space (IOLS), inspired by recent smart classroom and knowledge community approaches (Slotta, 2010; Slotta, Tissenbaum & Lui, 2013).
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