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Rainbow: A framework for analysing computer-mediated pedagogical debates
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| Pengarang | : | ARGUMENTATION, COLLABORATIVE LEARNING, DEBATE, INTERACTION ANALYSIS, METHODOLOGY, PEDAGOGY |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 2 (No. 2-3) |
| Halaman | : | 315-357 |
| Abstrak | : | In this paper we present a framework for analysing when and how students engage in a specific form of interactive knowledge elaboration in CSCL environments: broadening and deepening understanding of a space of debate. The framework is termed “Rainbow,” as it comprises seven principal analytical categories, to each of which a colour is assigned, thus enabling informal visualisation by the analyst of the extent to which students are engaging in interaction relating to potential achievement of its pedagogical goal. The categories distinguish between activities that are part of the prescribed assignment and activities that are not, and between task-focused and non-task-focused activities. Activities focused on managing the interaction itself are distinguished from argumentative interaction. Notably, an operational definition of what it means to broaden and deepen understanding in this case is also provided here. The functional Rainbow analysis is complemented by an analysis of topics and subtopics that enables identification of one form of conceptual deepening of the question. In comparison with existing analysis techniques, Rainbow synthesises much of what is known into a single framework, with a broad theoretical base. The usability and educational relevance of the framework has been validated experimentally across a variety of collaborative learning tasks and communication media. Possible and actual extensions to the framework are discussed, with respect to additional CSCL tools, domains and tasks. |
Argumentation in a changing world
| Pengarang | : | Baruch B. Schwarz, Reuma De Groot |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 2 (No. 2-3) |
| Halaman | : | 297-313 |
| Abstrak | : | Critical reasoning has been recognized as a valuable educational goal since the end of the nineteenth century. However, the educational programs to reach this goal have changed dramatically during the twentieth century and moved to a dialogic approach. The shift to dialogism in programs to promote critical reasoning brings challenges concerning evaluation. We depict such a program here. This program is based on the use of graphic tools for argumentation in e-discussions. We focus on one history teacher who implemented the program in his class during a period of 7 months. In a design-based research cycle, we investigate the process of finding proper criteria to evaluate the program and to improve it. We show that the criteria of coherence, decisiveness and openness are appropriate for evaluating the program as they stem from pedagogical principles (autonomy, collaboration, commitment to reasoning, ethical communication, procedural mediation, etc.) that are central to a dialogic approach for critical reasoning education. We show that the history course was successful according to those criteria, but not successful according to other more traditional criteria. We discuss whether these differential performances suggest new standards for critical reasoning, actions to improve the program, or both. |
Gender parity in STEM higher education in India: a trend analysis
| Pengarang | : | Nithiya Amirtham S |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 12) |
| Halaman | : | 1950-1964 |
| Abstrak | : | Gender disparity in science, technology, engineering, and mathematics (STEM) in higher education is a matter of concern across the world. Expansion of the higher education sector in the early twenty-first century in India has enabled to bring attitudinal changes in Indian families especially towards females’ STEM higher education. The present study aims to understand the trend in gender parity in STEM disciplines at various levels of higher education in India through All India Survey on Higher Education, Government of India (2010-2011 to 2018-2019). The study uses the Gender Parity Index (GPI) method to calculate the status of female in STEM higher education. The results show that there is gender parity in overall disciplines at under-graduation, post-graduation, and M.Phil. levels. In STEM disciplines, enrolment of female is higher than male in biological sciences at all levels, but physical sciences show lower enrolment of female. Computer engineering, information technology, and electronics engineering have shown improvement in enrolment of female within the engineering and technology category. Gender parity is poor in mechanical engineering, civil engineering, and electrical engineering at all levels of higher education. The complex and multi-layered gender relations in wider society impact females’ access to STEM higher education and employment. |
Using graphical tools in a phased activity for enhancing dialogical skills: An example with Digalo
| Pengarang | : | Nathalie Muller Mirza, Valerie Tartas, Jean-Francois de Pietro |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 2 (No. 2-3) |
| Halaman | : | 247-272 |
| Abstrak | : | ICT tools have been developed to facilitate web-based learning through and learning about argumentation. In this paper we will present an example of a learning activity mediated by Digalo-software for knowledge sharing through visually supported discussion-developed in a university setting. Our aim is to examine, in particular, socio-cognitive construction of knowledge and argumentation by students debating a controversial question in history. We propose a descriptive approach of understanding and meaning-making processes based on two levels of analysis: (1) a topic meaning-making process oriented level and (2) an argumentation oriented level. We focus our studies on how the participants-small groups of students-develop understanding of the topic, their arguments and their interactions through the use of different functionalities of this software. Our results show that interactive and argumentative processes are themselves objects of learning and develop through collective activity. Development of the understanding of the topic through argumentation is discussed and linked to the design of the activity and the affordances of the Digalo software. |
How do argumentation diagrams compare when student pairs use them as a means for debate or as a tool for representing debate
| Pengarang | : | Rahardjo, M. Dawam |
| Nama Majalah/Jurnal | : | International Journal of Computer-Supported Collaborative Learning |
| Volume / Edisi | : | 2 (No. 2-3) |
| Halaman | : | 273-295 |
| Abstrak | : | The objective of the research presented here was to study the influence of two types of instruction for using an argumentation diagram during pedagogical debates over the Internet. In particular, we studied how using an argumentation diagram as a medium of debate compared to using an argumentation diagram as a way of representing a debate. Two groups of students produced an individual argument diagram, then debated in pairs in one of the two conditions, and finally revised their individual diagrams in light of their debate. We developed an original analysis method (ADAM) to evaluate the differences between the argumentation diagrams constructed collaboratively during the interactions that constituted the experimental conditions, as well as those constructed individually before and after debate. The results suggest a complementary relationship between the usage of argumentation diagrams in the framework of conceptual learning. First, students who were instructed to use the argumentation diagram to represent their debate were less inclined to take a position in relation to the same graphical element while collaborating. On the other hand, students who were instructed to use the argumentation diagram alongside a chat expressed more personal opinions while collaborating. Second, the instructions given to the participants regarding the use of the argumentation diagram during the collaborative phase (either for debate or for representing a chat debate) have a significant impact on the post-individual graphs. In the individual graphs revised after the collaborative phase, participants who used the graph to represent their debate added more examples, consequences and causes. It follows that a specific usage for an argumentation diagram can be chosen and instructions given based on pedagogical objectives for a given learning situation. |
An interdisciplinary approach to primary school mathematics and science learning
| Pengarang | : | Russell Tytler |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 12) |
| Halaman | : | 1926-1949 |
| Abstrak | : | Against a backdrop of advocacy for interdisciplinary STEM curricula, this paper explores the design principles underpinning a three-year longitudinal research project that develops and evaluates interdisciplinary mathematics and science learning sequences involving multiple teachers and student cohorts across the primary school years. The research uses design-based methodology and deploys a pedagogical cycle based on representation construction and model-based reasoning, reflecting core disciplinary processes, and aimed at foundational concepts. The interdisciplinary structure of sequences in different topics, teacher pedagogy, and student reasoning and learning are illustrated through analysis of three learning sequence vignettes. In these topics both mathematical learning (measure, data modelling and spatial reasoning) and science learning (concepts and practices), were reinforced and enriched through the interdisciplinary framing. Drawing on notes of teacher planning and review meetings, coupled with classroom data, we identify (a) the conceptual and curricular design features through which mathematics and science can synergistically interweave, (b) the epistemological design challenges involved in working with teachers to achieve this interdisciplinary alignment, and (c) the key pedagogical design features that emerged to support this integration. The research contributes to conceptualising how interdisciplinary processes that enable synergistic interweaving of mathematics and science content and processes can be effectively framed and enacted. |
Developing the test of inquiry skills: measuring the level of inquiry skills among pupils in Slovakia
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 1) |
| Halaman | : | 73-108 |
| Abstrak | : | Teachers can develop science literacy among pupils through Inquiry-Based Science Education. IBSE helps to evolve the inquiry skills necessary for understanding the world of science and nature. To be able to improve the level of inquiry skills systematically, we need to know the current level among pupils. For this reason, we designed a multiple-choice test that measures the level of inquiry skills among 13 to 15 years old pupils. The design of the test consisted of six steps: selection of inquiry skills, construction and administration of open-ended test, creation of a database of distractors, construction of multiple-choice test, pilot testing and application of optimised test in pedagogical research. The designed test can be considered a valid and reliable research instrument and the individual test items show a relatively high discriminating power, optimal level of difficulty and a high number of functional distractors. By analysing the most common incorrect answers, we were able to identify various difficulties pupils have, regarding the application of inquiry skills in solving items. These results will help us to design appropriate strategies for improving pupils’ inquiry skills in science education. |
Learning democratic participation? Meaning-making in discussion of socioscientific issues in science education
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 12) |
| Halaman | : | 1895-1925 |
| Abstrak | : | Learning democratic participation as future citizens is an important goal for science education for all students. To take part in debates and decision-making involving socioscientific issues, such as sustainability, students need to become aware of different positions and dilemmas regarding such issues. This study seeks to understand how democratic participation is constructed by 45 student participants aged 16 years, for whom science is not the main course of study. Students worked in small groups on tasks that involved discussion of two different socioscientific issues. The analysis of student discourse used a theoretical perspective from discursive psychology, and shows how students deal with ideological dilemmas and resolve different positions within their discussions. Five ‘interpretative repertoires’ were identified from student talk illustrating the dilemmas occurring in the specific SSIs and also the function of science within the discussion. Through identifying interpretative repertoires used by the students, the stances they take and the function of science in their discussions, the study sheds light on how democratic participation can be learnt in a science education context. |
The effect of the cyclic curricular design of modelling-based instruction with virtual labs
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 1) |
| Halaman | : | 46-72 |
| Abstrak | : | Top Full Article Figures & data References Citations Metrics Reprints & Permissions Read this article Share ABSTRACT One issue facing teachers who implement model-based instruction within the school system is the tight curricular schedule. The ‘lesson objective tension’ calls for investigations to address instructional issues such as how to organise modelling-based instruction at the curriculum level which is across multiple units. We investigated the effect of the cyclic curricular design spacing out three modelling-based instruction units with virtual labs over three semesters, each involving 73, 181, and 150 junior high school students, respectively. Results indicate that, overall, the approach of modelling with virtual labs better promoted students’ scientific literacy than the traditional instruction did. Specifically, students with low and moderate school science achievements benefitted more as shown in their scientific literacy scores than did the high achievement students. Furthermore, this study found that receiving one unit of modelling-based instruction may not be sufficient to promote students’ scientific literacy, whereas the cyclic approach that suggests students receive two or more units of modelling-based instruction with virtual labs spaced over consecutive semesters had significant effects on promoting students’ scientific literacy. The results provide insights into when and how modelling-based learning with virtual labs can promote scientific literacy at a curricular level. |
Silence is not an option: pre-service teachers embedding First Nation knowledge and practices in primary/middle mathematics and science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 46 (No. 1) |
| Halaman | : | 28-45 |
| Abstrak | : | Teachers, pre-service teachers and teacher educators in Australia are predominately European Australian with a small minority of First Nations people. Those with limited first-hand understanding of First Nations ways of knowing can find it difficult to embed these knowledges across learning areas. This is particularly complex for pre-service teachers. We argue that all teacher educators have a responsibility to engage First Nations ways of knowing across learning areas as an ethical and professional commitment to preparing pre-service teachers for negotiating the complexities of Australian histories and living cultures. This paper reports on interventions implemented with final year primary/middle pre-service teachers with an expertise in science and mathematics. Firstly, we discuss pre-service teachers’ confidence (self) ratings in integrating their understanding of Aboriginal and Torres Strait Islander histories and cultures across the curriculum. Secondly, we present an in-depth exploration of two pre-service teachers’ transdisciplinary units of work which embed Aboriginal and Torres Strait Islander knowledges and practices. This study challenges all science and mathematics teacher educators to consider ways a transdisciplinary, culturally responsive approach prepares students to transition into confident and competent early career teachers. |