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Affordances revisited: Articulating a Merleau Pontian view
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| Pengarang | : | Bonderup Dohn, N. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 2) |
| Halaman | : | 151-170 |
| Abstrak | : | This article takes a renewed look at the concept of “affordance.” It points out that the concept is being used within the CSCL community in ways which signify an underlying disagreement concerning the exact ontological nature and epistemological status of an “affordance.” Such disagreement, it is argued, is a problem for both design and empirical research. Because HCI discussions of the concept have informed CSCL, views presented within this discourse are discussed. A Merleau-Pontian account of affordances is developed, building on his view of the human being as always already being-in-the world in a non-thematized, pre-reflective correspondence of body and world in the concrete activity. A dynamic, agent-centred, cultural-, experience- and skill-relative, but perception-independent, ontology is proposed for affordances. Toward the end of the article, examples are given of how the Merleau-Pontian account of affordances may shift the focus of empirical research and of design processes within CSCL. |
Students’ Understanding of Conservation of Matter, Stoichiometry and Balancing Equations in Indonesia
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 13) |
| Halaman | : | 1679-1702 |
| Abstrak | : | This study examines Indonesian students’ understanding of conservation of matter, balancing of equations and stoichiometry. Eight hundred and sixty?seven Grade 12 students from 22 schools across four different cities in two developed provinces in Indonesia participated in the study. Nineteen teachers also participated in order to validate the 25?question survey used with all students. Significant differences in student success in answering specific questions occurred when comparing high?achievement and low?achievement schools. However, in general, student understanding of this fundamental principle in chemistry was low. The study found that the average score for all students on the survey was 41%. The findings suggest that students are most successful in solving problems used by teachers and textbooks that are algorithmic?based (i.e., stoichiometry). As there were no strong positive correlations between student performance on conceptual questions and algorithmic questions, we suggest that further research should focus on teaching practices and curricula that support the development of the students’ conceptual understanding. |
The joint organization of interaction within a multimodal CSCL medium
| Pengarang | : | Perit Cak?r, M., Zemel, A., Stahl, G. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 2) |
| Halaman | : | 115-149 |
| Abstrak | : | In order to collaborate effectively in group discourse on a topic like mathematical patterns, group participants must organize their activities in ways that share the significance of their utterances, inscriptions, and behaviors. Here, we report the results of a ethnomethodological case study of collaborative math problem-solving activities mediated by a synchronous multimodal online environment. We investigate the moment-by-moment details of the interaction practices through which participants organize their chat utterances and whiteboard actions as a coherent whole. This approach to analysis foregrounds the sequentiality of action and the implicit referencing of meaning making—fundamental features of interaction. In particular, we observe that the sequential construction of shared drawings and the deictic references that link chat messages to features of those drawings and to prior chat content are instrumental in the achievement of intersubjectivity among group members’ understandings. We characterize this precondition of collaboration as the co-construction of an indexical field that functions as a common ground for group cognition. Our analysis reveals methods by which the group co-constructs meaningful inscriptions in the dual-interaction spaces of its CSCL environment. The integration of graphical, narrative, and symbolic semiotic modalities in this manner also facilitates joint problem solving. It allows group members to invoke and operate with multiple realizations of their mathematical artifacts, a characteristic of deep learning of mathematics. |
Practice perspectives in CSCL
| Pengarang | : | Stahl, G., Hesse, F. |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 4 (No. 2) |
| Halaman | : | 109-114 |
| Abstrak | : | The theme of this year’s CSCL conference is “CSCL Practices.” It is concerned with practices relating to technology-based collaborative learning. According to the conference call, the CSCL community is not only concerned with studying and designing effective tools to support CSCL practices, but also with identifying specific educational and professional practices that are associated with their appropriate usages. In order to study practices in a reflective way, powerful theories and analytical approaches are required. The aim of CSCL research is to understand how learning emerges: on an individual level, on a group-cognition level, and at the community level. The articles in this issue of ijCSCL address this goal in specific ways. |
Gender Effects in Children’s Development and Education
| Pengarang | : | T. G. K Bryce |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 13) |
| Halaman | : | 1655-1678 |
| Abstrak | : | This paper attempts to clarify several lines of research on gender in development and education, inter?relating findings from studies on intuitive/informal knowledge with those from research on achievements and attitudes in science. It acknowledges the declining proportions of male teachers world?wide and examination successes which indicate a reversal of educational disadvantage from female to male; as well as the recent evidence on the effects of the gender of teachers upon student success. An empirical contribution to the literature is offered, drawing from the gender?related findings from research on children’s cosmologies in China and New Zealand with 346 boys and 340 girls (of whom 119 boys and 121 girls participated in the current study). The investigation focused on children’s concepts of the motion and shape of the Earth through observational astronomy and gave children opportunities to express their ideas in several modalities. The in?depth interviews allowed children to share their meanings with gender differences becoming apparent (e.g. girls’ superior ability to visually represent their cosmologies and boys’ greater awareness of gravity). However, these differences were not universal across genders or cultures and marked similarities were apparent both in the content of children’s responses and in their reasoning processes. By comparing boy/girl cosmological concept categories and by tracking their developmental trends by age, statistical evidence revealed the extent of the similarities within and across these diverse cultures. The findings reinforce those from the authors’ knowledge restructuring and cultural mediation studies and provide support for the view that boys and girls have similar, holistic?rather?than?fragmented, cosmologies which have features in common across cultures and ethnic groups. |
Investigating the Relationship between Subject Content Knowledge and Pedagogical Practice through the Analysis of Classroom Discourse
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 13) |
| Halaman | : | 1629-1653 |
| Abstrak | : | A previous study highlighted the perception among secondary science teachers that they faced considerable challenges to their pedagogical practice when teaching unfamiliar areas of the curriculum; for example, when teaching out of subject specialism. One of the major challenges cited by the teachers was being able to give appropriate and effective science teaching explanations in the classroom. Since talking in order to explain science is at the centre of what science teachers do, this concern is a significant one for teacher educators. This article considers some of the methodological issues about how to investigate the relationship between teachers’ subject content knowledge and their pedagogical practice. The research outlined focuses on a single science teacher’s practice in giving science teaching explanations when teaching in and out of subject specialism. Although the findings from a single case are of limited value in terms of generalisability, this study adds to the discussion about future research into the relationship between teachers’ professional knowledge bases and their pedagogical practices. |
The Use of the Internet in Science Teaching: A longitudinal study of developments in use by student?teachers in England
| Pengarang | : | Pete Sorensen |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 13) |
| Halaman | : | 1605-1627 |
| Abstrak | : | This paper reports on a longitudinal study of developments in use of the Internet by science student?teachers on Post Graduate Certificate of Education (PGCE) courses in five higher education institution–school partnerships in England. These are 1?year, full?time, teacher training courses for graduate scientists. The aim of the research was to examine changes in attitudes to, and use of, the Internet to support science teaching and the perceived challenges and barriers to practice in schools, against a background of high national expectations reflected in the qualification standards of the teacher education courses. The research has involved nearly 600 student?teachers, representing between 7% and 8% of those training on PGCE science courses in England, and has employed mixed methods, with questionnaires serving as the main basis for analysing trends, and focus groups and case studies used to gain deeper insight to the particular issues identified. The process has been an iterative one, with the outcomes of each year’s research being used to inform further research and course developments in the institutions involved. The findings indicate that attitudes and confidence in use of the Internet have improved over the period, with evidence of increased application directly in the classroom. However, in addition to some of the generic technological issues that may hinder developments in the use of Information and Communication Technology in schools, there are continuing concerns relating to limited pedagogical guidance and availability of good role models. The implications of this for developments in science teacher education programmes are discussed. |
Classroom orchestration of computer simulations for science and engineering learning: a multiple-case study approach
| Pengarang | : | Alejandra J. Magana |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 7) |
| Halaman | : | 1140-1171 |
| Abstrak | : | This multiple case study focused on the implementation of a computer-aided design (CAD) simulation to help students engage in engineering design to learn science concepts. Our findings describe three case studies that adopted the same learning design and adapted it to three different populations, settings, and classroom contexts: at the middle-school, high-school, and pre-service teaching levels. Although the classroom orchestration of the particular learning design was customised for specific audiences and contexts, findings from this study suggest that the core components of the learning design, such as content, assessment, and pedagogy, and their alignment among them, resulted in students’ learning. Specifically, results from a pre-post science assessment suggest that the three student groups arrived at similar understanding post-intervention levels, along with a significant aggregate growth in their scientific understanding. Regarding design performance, students in different groups demonstrated different levels of success in meeting design constraints. The findings also suggest that students’ success rate in meeting the design constraints directly influenced their final design performance, where middle-school students had better performance than students in the other groups. That is, across the board, students increased their conceptual understanding of heat transfer, Earth, and solar science and were able to produce feasible designs. Implications of the study include how learning experiences with engineering and science simulations should be designed so that teachers can adopt and adapt materials for their specific audiences, contexts, and settings. |
Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 7) |
| Halaman | : | 1112-1139 |
| Abstrak | : | This study explores how students in a joint process of knowledge construction through the use of multilingual and multimodal resources in groups promotes the learning of scientific concepts in the context of laboratory work. Inductive qualitative discourse analysis was conducted to examine how students’ translanguage in a group completing tasks in two Grade 10 secondary science labs (biology and chemistry) in a Hong Kong EMI secondary school and how such a joint process of knowledge construction promotes the learning of scientific concepts. Using translanguaging as a theoretical framework, the analysis shows that even though schools have imposed an English-only policy, students use their linguistic and semiotic resources to both co-construct their scientific knowledge and practise their science apprenticeship. Translanguaging plays a role in mediating the students’ understanding of science, facilitating peer work and creating an enjoyable learning environment in the lab. The result implies that translanguaging as a pedagogical tool may create a space for content subject learning in Hong Kong EMI school setting. |
How outdoor science education can help girls stay engaged with science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 7) |
| Halaman | : | 1090-1111 |
| Abstrak | : | Although gender gaps associated with K-12 science achievement have narrowed significantly, gaps in science engagement and efficacy in childhood likely explain why women remain underrepresented in science careers. Early intervention programs may address root causes of gender gaps in science careers. Outdoor science education (OSE) is one understudied but promising strategy, that provides ample opportunity for reform-based instructional practices that may benefit girls, including girls of colour. Using a pre–post, treatment-control quasi-experimental design, we evaluated how an OSE program differentially impacted the science grades, science knowledge, and science self-efficacy of fifth grade girls versus boys (n = 640). We found the OSE treatment increased knowledge and maintained science grades for girls while grades fell for girls in the control group. We also found that science self-efficacy decreased for both boys and girls in the treatment group. We did not detect direct or interaction effects of race on science outcomes. Research suggests OSE may help students associate science learning with challenge, which may help explain the decrease in self-efficacy coupled with the increase in achievement for girls. We suggest future research continue to investigate how OSE can benefit all students, including those who may become disengaged with learning in traditional classroom settings. |