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Web 2.0: Inherent tensions and evident challenges for education
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| Pengarang | : | Dohn, N.B. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 3) |
| Halaman | : | 343-363 |
| Abstrak | : | In upper tertiary educational programmes around the world, the new Web-mediated communication practices termed Web 2.0 are introduced as learning activities with the goal of facilitating learning through collaborative knowledge construction. The aim of this paper is to point to discrepancies in the views of learning, knowledge, and the goals of the practice implicit in Web 2.0 and educational practices and to argue that these discrepancies lead to theoretical tensions and practical challenges when Web 2.0 practices are utilized for educational purposes. The article is structured into four main parts: First, Web 2.0 is characterized from a practice perspective. Second, some conceptual discrepancies between the “practice logics” of Web 2.0 and educational practices are identified. Third, the question of transcending the discrepancies is raised through a discussion of related pedagogical strategies. Fourth, it is argued that the conceptual discrepancies bear out in practice as concrete challenges concerning collaboration, evaluation, and the general aim and status of the material produced by students. These challenges are illustrated with examples from the author’s practical experience with Web 2.0-mediated learning activities in eight courses at the BA and MA levels. |
Collaborative corrections with spelling control: Digital resources and peer assistance
| Pengarang | : | Cekaite, A. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 3) |
| Halaman | : | 319-341 |
| Abstrak | : | The present study has explored how pairs of students deployed digital tools (spelling software) as resources in spontaneously occurring corrections of spelling errors. Drawing on the sociocultural theory of learning and ethnomethodological (Conversation Analytic) insights into social interaction, it has identified a range of consistent practices and uses of the spelling tools that were emergent in the everyday educational activities. As demonstrated, technology-assisted error corrections constituted a complex situation, where a number of socioculturally significant factors (goals of the task, properties of the software, and physical access to computer applications) shaped the trajectories of joint work. The present analysis shows in detail how the students approached the visually manifested language production errors by using two kinds of software resources, spelling lists, and a diagnostic tool. The inherent conceptual distinctions, characteristic of these tools, configured joint interpretative work and efforts to correct the errors in different ways. Recurrently, the students’ technology-based corrections were designed as autonomous, stepwise, locally improvised problem solutions, which were subsequently submitted for the evaluation of the diagnostic software. Overall, the study shows that the under-specification of the software’s instructions opened a space for the students’ creative engagement. The potentials of joint spelling software-assisted corrections for collaborative learning are discussed. |
A three level analysis of collaborative learning in dual interaction spaces
| Pengarang | : | Lonchamp, J. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 3) |
| Halaman | : | 289-317 |
| Abstrak | : | CSCL systems which follow the dual-interaction spaces paradigm support the synchronous construction and discussion of shared artifacts by distributed or colocated small groups of learners. The most recent generic dual-interaction space environments, either model based or component based, can be deeply customized by teachers for supporting different collaborative learning tasks and different ways of performing them. This work stresses the importance of basing customization decisions on a socio-cognitive interpretation of how learners interact in a given learning situation. The central contribution of this article is a methodological approach for conducting qualitative interaction analysis oriented toward the improvement of the supporting environment which can be applied to any learning task and any environment configuration. This “generic analysis approach” is organized into three levels. At the dialog level, a task-independent dialogical model is proposed for analyzing action/communication traces as “generalized conversations.” A graphical notation is provided for visualizing the syntactical characteristics of collaborative sessions. At the knowledge level, a typology of task-independent collaborative knowledge-building episode types that can occur during such generalized conversations is proposed. Thanks to that classification scheme, recurrent meaningful elements that structure the low-level descriptions can be detected and characterized. These regularities help to pass from local interpretations to a global interpretation of the whole process. At the action level, task-dependent socio-cognitive interpretations of why the collaborative learning process unfolds as observed are proposed. They constitute a firm basis for improving the customization of the generic environment in order to support learners more efficiently. |
Distinguishing knowledge sharing, knowledge construction, and knowledge creation discourses
| Pengarang | : | |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 3) |
| Halaman | : | 259-287 |
| Abstrak | : | The study reported here sought to obtain the clear articulation of asynchronous computer-mediated discourse needed for Carl Bereiter and Marlene Scardamalia’s knowledge-creation model. Distinctions were set up between three modes of discourse: knowledge sharing, knowledge construction, and knowledge creation. These were applied to the asynchronous online discourses of four groups of secondary school students (40 students in total) who studied aspects of an outbreak of Severe Acute Respiratory Syndrome (SARS) and related topics. The participants completed a pretest of relevant knowledge and a collaborative summary note in Knowledge Forum, in which they self-assessed their collective knowledge advances. A coding scheme was then developed and applied to the group discourses to obtain a possible explanation of the between-group differences in the performance of the summary notes and examine the discourses as examples of the three modes. The findings indicate that the group with the best summary note was involved in a threshold knowledge-creation discourse. Of the other groups, one engaged in a knowledge-sharing discourse and the discourses of other two groups were hybrids of all three modes. Several strategies for cultivating knowledge-creation discourse are proposed. |
Time is precious: Variable and event centred approaches to process analysis in CSCL research
| Pengarang | : | Reimann, P. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 3) |
| Halaman | : | 239-257 |
| Abstrak | : | Although temporality is a key characteristic of the core concepts of CSCL—interaction, communication, learning, knowledge building, technology use—and although CSCL researchers have privileged access to process data, the theoretical constructs and methods employed in research practice frequently neglect to make full use of information relating to time and order. This is particularly problematic when collaboration and learning processes are studied in groups that work together over weeks, and months, as is often the case. The quantitative method dominant in the social and learning sciences—variable-centred variance theory—is of limited value for studying change on longer time scales. We introduce the event-centred view of process as a more generally applicable approach, not only for quantitative analysis, but also for providing closer links between qualitative and quantitative research methods. A number of methods for variable- and event-centred analysis of process data are described and compared, using examples from CSCL research. I conclude with suggestions on how experimental, descriptive, and design-oriented research orientations can become better integrated. |
The Contribution of the Theory of Relation to Knowledge to Understanding Students’ Engagement in Learning Physics
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 9) |
| Halaman | : | 1065-1088 |
| Abstrak | : | The issue of students’ engagement in learning physics has generally been analysed in science education research using attitudes towards science, or motivation to learn science. However, the corresponding studies have their limitations. Therefore, the object of this paper is to present and to analyse an alternative to these theoretical approaches; namely the “relation to knowledge”, which has been used more and more in the past 10 years in French?speaking educational research. The description and discussion of the broad outlines of this theory, of the associated methodology, and of the obtained results regarding the learning of physics will show the significance of this approach and its limits, as well as the perspectives that it opens |
The Chemedian Brings Laughter to the Chemistry Classroom
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 15) |
| Halaman | : | 1911-1929 |
| Abstrak | : | “The Chemedian and the Crazy Football Match” is a comic strip developed by the authors to bring humour to aspects of the UK primary science curriculum. The comic strip was tested in six English primary school classes (years 3–5; ages 7–10); over 150 children participated in the project, together with six teachers. Children found the comic strip fun to read and engaged with the character. In addition, children were able to provide explanations for the ‘science’ performed by the Chemedian based on their own experience. However, it was notable that children found it hard to project actions the Chemedian would take in other similar situations that were based on the same scientific premises used in the comic strip. Instead, children seemed to draw on either their own preferences for actions or on actions they expected other more generalised comic characters might undertake. From the teacher assessments of class behaviour, it was clear that the comic strip format had engaged children, particularly boys, in what was essentially a reading and discussion based activity. This approach might open up new avenues for cross curricular links between science and literacy. |
Classroom, Home and Peer Environment Influences on Student Outcomes in Science and Mathematics: An analysis of systemic reform data
| Pengarang | : | Barry J. Fraser |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 15) |
| Halaman | : | 1891-1909 |
| Abstrak | : | Using secondary analysis of a large database from a Statewide Systemic Initiative, we examined the effects of several types of environments on student outcomes. Over 3 years, nearly 7,000 students in 392 classes in 200 different schools responded to a questionnaire that assesses class, home, and peer environments as well as student attitudes. Students also completed an achievement measure that, developed by scientists, teachers, and science educators, was not aligned with any particular curriculum. Students were enrolled in middle?school science and mathematics classes in schools that had participated in the Statewide Systemic Initiative. Rasch analyses allowed us to compare across student cohorts and across schools. Findings confirmed the importance of extending research on classroom learning environments to include the learning environments of the home and the peer group. Although all three environments accounted for statistically significant amounts of unique variance in student attitudes, only the class environment (defined in terms of the frequency of use of standards?based teaching practices) accounted for statistically significant amounts of unique variance in student achievement scores. The findings are supported by other studies of systemic reform in the United States. |
Relative Effectiveness of Expository and Field Trip Methods of Teaching on Students' Achievement in Ecology
| Pengarang | : | Telu Hamilton |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 15) |
| Halaman | : | 1869-1889 |
| Abstrak | : | The study was a pre?test treatment post?test control design. Three educational districts from the Niger Delta region of Nigeria were treated as clusters. Twenty boys and 20 girls were randomly selected, making up a total of 40 students, in each of Group A, Group B, and Group C. Students in Group A were taught ecology by taking them to the school farm, pond, and nearby stream, while students in Group B were taught ecology strictly in the classroom. Students in Group C were not taught but have knowledge of ecology. Findings of the study revealed a highest performance of Group A relative to Group B and Group C. Students in Group A (field trip) were thus able to perform highest because of their opportunity of having first?hand experience of organisms in their natural habitat. |
Analysis of Five High School Biology Textbooks Used in the United States for Inclusion of the Nature of Science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 15) |
| Halaman | : | 1847-1868 |
| Abstrak | : | Five high school biology textbooks were examined to determine the inclusion of four aspects of the nature of science: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) science and its interactions with technology and society. The textbooks analyzed were BSCS Biology—A Human Approach (Kendall/Hunt), BSCS Biology—An Ecological Approach (Kendall/Hunt), Biology—The Dynamics of Life (Glencoe), Modern Biology (Holt), and Prentice Hall Biology (Prentice Hall). The same six chapters or sections were analyzed in each textbook, which were the methods of science, cells, heredity, DNA, evolution, and ecology. A scoring procedure was used that resulted, for the most part, in good intercoder agreement with Cohen’s kappa values ranging from 0.36–1.00. The five recently published biology textbooks in the United States have a better balance of presenting biology with respect to the four themes of science literacy used in this research than those analyzed 15 years ago, especially with regard to devoting more text to engaging students in finding out answers, gathering information, and learning how scientists go about their work. Therefore, these biology textbooks are incorporating national science education reform guides that recommend a more authentic view of the scientific enterprise than similar textbooks used 15 years ago. |