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Classical dialogs in CSCL
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| Pengarang | : | Stahl, G., Hesse, F. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 3) |
| Halaman | : | 233-237 |
| Abstrak | : | Upon the shore of the Aegean Sea, amidst the splendor of ancient Rhodes, the CSCL community convened in June to mix futuristic stabs at truth with classic vistas of natural beauty. Preceded by the first daylong retreat of ISLS, two-and-a-half days of pre-conference events brought together groups of researchers in 16 workshops, tutorials, and seminars, including a doctoral consortium and an early-career workshop. The “Intro to CSCL” tutorial engaged over 30 newcomers to CSCL in a collaborative learning dialog with 18 members of the ijCSCL Editorial Board. |
The Change of Science Teachers’ Personal Knowledge about Teaching Models and Modelling in the Context of Science Education Reform
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 15) |
| Halaman | : | 1819-1846 |
| Abstrak | : | In order to enhance teachers’ professional awareness, it is necessary to understand and value their subjective or personal knowledge and beliefs. This study investigated the change of science teachers’ personal knowledge about teaching models and modelling in science within the context of educational reform in The Netherlands. The study followed nine experienced science teachers during the first years of the implementation of a new syllabus, which emphasises models and modelling. Data collection consisted of the repeated administration of a Repertory Grid instrument. From the results, three different types of personal knowledge concerning teaching models and modelling in science were identified, each of which showed significant change over time. Type 1 combined modelling as an activity undertaken by students with the learning of specific model content. In Type 2, the learning of model content was combined with critical reflection on the role and nature of models in science. Finally, in Type 3, the learning of model content involved both students’ production and revision of models, and a critical examination of the nature of scientific models in general. Implications for the teachers’ professional development are discussed. |
The Impact of Teacher Classroom Practices on Student Achievement during the Implementation of a Reform?based Chemistry Curriculum
| Pengarang | : | Gillian Roehrig |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 14) |
| Halaman | : | 1789-1811 |
| Abstrak | : | Evidence of a gap in student understanding has been well documented in chemistry: the typical student holds an abundance of misconceptions. The current expectation is that educational reform will foster greater student achievement via inquiry teaching within classrooms. Using assessments involving both conceptual and algorithmic knowledge of gas behaviour, gas laws, and phase changes in chemistry, this study aims to determine the relationship between inquiry teaching and student achievement. The topics were tested in the context of a unit from a reform?based curriculum that features inquiry, hands?on activities, and cooperative learning. This curriculum provides step?by?step guidance for each lesson in the teacher materials, in order to promote quality inquiry teaching. Two schools were involved in this study, with two high school chemistry teachers from each school. Each teacher participated in professional development and implemented this curriculum with sufficient training and guidance to develop reform methods. Student achievement was found to positively correlate with the use of inquiry teaching about the assessed concepts, regardless of teacher experience or school context. |
A knowledge practice perspective on technology mediated learning
| Pengarang | : | Hakkarainen, K. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 2) |
| Halaman | : | 213-231 |
| Abstrak | : | The purpose of the present paper is to examine the relations between Carl Bereiter’s and Marlene Scardamalia’s knowledge-building approach and social practices. It is argued that technology enhances learning through transformed social practices. In order to truly contribute to educational transformation, pedagogical approaches have to be embedded in locally cultivated “knowledge practices” that channel the participants’ intellectual efforts in a way that elicits collective advancement of knowledge. Consequently, knowledge advancement is not just about putting students’ ideas into the centre but depends on corresponding transformation of social practices of working with knowledge. Creation of cultures which advance knowledge presupposes sustained efforts of teacher-practitioners, collaborating with students and researchers, aimed at iteratively transforming prevailing knowledge practices toward more innovative ones. |
A New Educational Perspective for Teaching Gravity
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 14) |
| Halaman | : | 1767-1788 |
| Abstrak | : | Today’s method of teaching the concept of falling bodies in French physics classes is ineffective, not only because it ignores the physical aspect of the phenomenon by addressing only its mathematical aspect, but also because it does not take into account students’ initial conceptions, which are often incompatible with scientific knowledge. The goal of the present study was to assess the effectiveness of a new educational perspective for teaching gravity, based on an analogical presentation of Einstein’s theory of the deformation of space?time. The conceptions of French 15?year?old ninth graders and how they evolve are analyzed and compared for two different teaching methods, the new perspective (n = 102) and an approach based on Newton’s theory of bodies interacting at a distance. The data obtained are used to describe students’ initial conceptions of falling bodies, and confirm the lesser effectiveness of the teaching approach based on Newton’s theory. The results provide evidence of two phases of conceptual change: “positive substitution” (when a correct explanatory system replaces an erroneous one) and “generalization” (when the domain of validity of a correct explanatory system is extended). They also show that Einstein’s theory can be understood by ninth graders and promotes more conceptual change than a method based on Newton’s theory of bodies interacting at a distance. The new perspective appears to help students not only to extend the domain of validity of the correct conception – that bodies fall because they are attracted – but also to change their conception of attraction, now understood as the effect of a property of space rather than a property of bodies. |
Exploring metaskills of knowledge-creating inquiry in higher education
| Pengarang | : | Muukkonen, H., Lakkala, M. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 2) |
| Halaman | : | 187-211 |
| Abstrak | : | The skills of knowledge-creating inquiry are explored as a challenge for higher education. The knowledge-creation approach to learning provides a theoretical tool for addressing them: In addition to the individual and social aspects in regulation of inquiry, the knowledge-creation approach focuses on aspects related to advancing shared objects of inquiry. The development of corresponding metaskills is suggested as an important long-term goal for higher education; these pertain, simultaneously to the individual, collective, and object-oriented aspects of monitoring inquiry. Taking part in collaborative inquiry toward advancing a shared knowledge object is foreseen as a means to facilitate the development of metaskills; the present study examines one undergraduate university course in psychology with that aim. The data consisted of a database discourse and students’ self-reflections after the course, examined by qualitative content analysis. Three analyses investigated discourse evolution, knowledge advancement, and the challenge of the inquiry practices. The student-groups differed markedly in their engagement in the inquiry efforts. The study gave insights concerning novel challenges evoked by knowledge-creating inquiry, relating in particular to commitment, epistemic involvement, dealing with confusion, and the iterative nature of knowledge advancement. We propose the following implication for educational practices: Although dealing with uncertainty and areas beyond one’s expertise, as well as engaging in self-directed collaborative inquiry, may seem overly demanding for students, such experiences are decisive for developing one’s skills in dealing with open-ended knowledge objects in a longer time frame. |
Comparing an Inquiry?based Approach known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are there differences?
| Pengarang | : | Recai Akkus |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 14) |
| Halaman | : | 1745-1765 |
| Abstrak | : | Many state and federal governments have mandated in such documents as the National Science Education Standards that inquiry strategies should be the focus of the teaching of science within school classrooms. The difficult part for success is changing teacher practices from perceived traditional ways of teaching to more inquiry?based approaches. Arguments are often made about the effectiveness of these traditional strategies. The purpose of this study was to compare the effectiveness of the inquiry?based approach known as the Science Writing Heuristic approach as a treatment to traditional teaching practices on students' post?test scores in relation to students' achievement level and teacher's implementation of the approach. A mixed?method research approach was used to analyze the teacher observational data and students' test results. The major findings of this study are that the quality of the implementation does have an impact on student performance on post?test scores and that high?quality implementation of the Science Writing Heuristic approach has significant advantages in closing the achievement gap within science classrooms. |
Classroom Discourse as a Tool to Enhance Formative Assessment and Practise in Science
| Pengarang | : | |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 14) |
| Halaman | : | 1721-1744 |
| Abstrak | : | This study details an innovative approach to coordinating and enhancing multiple levels of assessment and discursive feedback around an existing multi?media curricular environment called Astronomy Village®. As part of a broader design?based research programme, the study analysed small group interactions in feedback activities across two design cycles. The goal of this analysis is to develop an understanding of the ways that a situative approach to assessment and practise supports learning. Findings demonstrate ways that student and teacher engagement in collaborative activities support and constrain meaningful understanding, which we consider in terms of a trajectory of participation in and across conversations and written assessments, as well as individual learning gains on formal classroom examinations and standards?oriented external tests. Analyses of complementary formulations of domain concepts—discourse practises and assessment performance—suggest that participation in social forms of scientific engagement supports both learning and subsequent performance in more formal contexts. We suggest design principles for integrating the formative functions of discursive feedback with the summative functions of traditional assessment, through participation in different forms of science discourse(s). |
Genre and CSCL: The form and rhetoric of the online posting
| Pengarang | : | Friesen, N. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 2) |
| Halaman | : | 171-185 |
| Abstrak | : | Genre analysis, the investigation of typified communicative actions arising in recurrent situations, has been developed to study information use and interchange online, in businesses and in other organizations. As such, it holds out promise for the investigation of similarly typified communicative actions and situations in CSCL contexts. This study explores this promise, beginning with an overview of ways that genre analysis has been adapted and applied in related areas: in the study of group behavior in organizations, and of evolving and proliferating communicative forms, actions, and situations on the Internet (e-mails, blogs, FAQs, etc.). Focusing on the particular genre of the Internet “posting” in CSCL contexts, the paper hypothesizes that the educational use of this genre bears recognizable similarities with its generic antecedent, the letter. In testing this hypothesis, the paper describes a pilot case study of a set of CSCL postings (n = 136), which attempts to quantify the occurrence of rhetorical characteristics common to both the epistolary and CSCL “genres.” This content analysis shows the recurrence in this sample of a range of rhetorical markers (240 in total) that are characteristic of epistolary dynamics. It concludes by considering the implications of these findings and of a “genre approach” for CSCL research generally, and for community of inquiry models in particular. |
The Effect of Increasing Conceptual Challenge in Primary Science Lessons on Pupils' Achievement and Engagement
| Pengarang | : | Jenny Mant |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 14) |
| Halaman | : | 1707-1719 |
| Abstrak | : | This paper reports research into the effect on 11?year?old pupils of introducing more cognitively challenging, practical, and interactive science lessons. Our hypothesis was that such lessons would increase the children's enthusiasm for science and their engagement with the scientific process, thereby improving educational performance. Schools in England are under pressure to raise achievement, as measured by the results of national tests. This has an impact on teaching, where revision of subject knowledge often dominates and can be particularly detrimental to more able pupils. The research was a controlled trial which took place in thirty?two English primary schools as part of a project “Conceptual Challenge in Primary Science”. Teachers from 16 intervention schools participated in continuing professional development (CPD) and developed science lessons that had more practical work, more discussion, more thinking and less (but more focused) writing. The proportion of pupils achieving the highest level (level 5) in the national science tests at age 11 was compared in the matched?school pairs before and after the intervention. Focus group interviews were also held with a group of pupils in each intervention school. There was a 10% (95% Confidence Interval 2–17%) increase in the proportion of children achieving the top score in the intervention schools. The pupils and teachers reported greater engagement and motivation. These findings suggest that moving from rote revision to cognitively challenging, interactive science could help improve science education. They merit replication in other international settings to test their generalisability. |