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1.
This article investigates the conditions under which diagrammatic representations support collaborative argumentation-based learning in a computer environment. Thirty dyads of 15- to 18-year-old students participated in a writing task consisting of 3 phases. Students prepared by constructing a representation (text or diagram) individually. Then they discussed the topic and wrote a text in dyads. They consolidated their knowledge by revising their individual representation. There were 3 conditions: Students could use either (a) the individual texts they wrote, (b) the individual diagrams they constructed, or (c) a diagram that was constructed for them based on the text they wrote. Results showed that students who constructed a diagram themselves explored the topic more than students in the other conditions. We also found differences in the way collaborating dyads used their representations. Dyads who engaged in deep discussion used their representations as a basis for knowledge construction. In contrast, dyads who engaged in only shallow discussion used their representations solely to copy information to their collaborative text. We conclude that diagrammatic representations can improve collaborative learning, but only when they are used in a co-constructive way. 相似文献
2.
Maaike E. Prangsma Carla A. M. Van Boxtel Gellof Kanselaar 《Instructional Science》2008,36(2):117-136
Many pupils have difficulties with the abstract verbal information in history lessons. In this study we assessed the value
of active construction of multimodal representations of historical phenomena. In an experimental study we compared the learning
outcomes of pupils who co-constructed textual representations, visual-textual representations, or visual-textual representations
integrated in a timeline. 85 pupils in pre-vocational secondary education, aged 12–13, worked in dyads on a series of four
history tasks. All pupils took a pre-test, post-test and retention test. Results show that working on visual-textual representations
integrated in a timeline leads to higher short-term results than co-constructing textual representations. Dialogue analyses
for two dyads working in the condition with visual-textual representations integrated in a timeline indicate that the extent
to which pupils verbally integrate textual and visual information differs for the four different tasks. 相似文献
3.
Students are frequently presented with novel visualizations introducing scientific concepts and processes normally unobservable to the naked eye. Despite being unfamiliar, students are expected to understand and employ the visualizations to solve problems. Domain experts exhibit more competency than novices when using complex visualizations, but less is known about how and when learners develop representational fluency. This project examined students' moment-by-moment adoption patterns for scientific visualizations. In a laboratory experiment, introductory-level organic chemistry students viewed familiar ball-and-stick and novel electrostatic potential map representations while solving chemistry problems. Eye movement patterns, verbal explanations, and individual difference analyses showed that students initially relied on familiar representations, particularly for difficult questions. However, as the task unfolded, students with more prior knowledge began relying upon the novel visualizations. These results indicate adoption and fluent use of visualizations is not given; rather, it is a function of prior knowledge and unfolding experience with presented content. 相似文献
4.
Adolescents' perceptions of family relationships were studied using the FAST, a spatial technique in which wooden figures were placed on a board to represent cohesion and power. 150 subjects, drawn equally from sixth, ninth, and twelfth grades, portrayed the family in 2 representations: as perceived typically and ideally. Father-mother, father-child, and mother-child dyads were analyzed. Perceptions were strongly influenced by age, type of representation, and dyad. In accord with a developmental perspective, older adolescents portrayed less cohesion in parent-child dyads and smaller power differences in all dyads than did younger adolescents. In accord with family systems theory, the father-mother dyad was depicted as the most cohesive and as near egalitarian in power. At all ages and in both representations, parents were perceived as more powerful than their children. The family was generally portrayed as cohesive, significantly more so in the ideal than typical representation. Furthermore, in the ideal representation there were no significant power differences between the parents but moderate power differences in the parent-child dyads. Results were interpreted from both developmental and family systems perspectives. 相似文献
5.
Groups typically have difficulties drawing inferences that integrate individuals’ unique information (collaborative inferences) and thus yield a true assembly bonus. An experiment with 36 dyads of university-level students in four training conditions showed, particularly in untrained dyads, that collaborative inferences were less likely to be drawn than two other types of inferences that did not require collaborative information processing. Reflected case-based training led to more inferences during subsequent testing. Testing performance was highest if the training had also included explicit strategy instruction in combination with adaptive tutoring. However, explicit strategy instruction without adaptive tutoring offered no advantage. 相似文献
6.
The influence of prior knowledge and cognitive development on the effectiveness of iconic representations in science visualizations
was examined. Middle and high school students (N = 186) were given narrated visualizations of two chemistry topics: Kinetic Molecular Theory (Day 1) and Ideal Gas Laws (Day
2). For half of the visualizations, iconic representations of key information were added. Results indicated a main effect
of prior knowledge on learning in Day 1. In Day 2, a three-way interaction was found between prior knowledge, age group and
icons: icons were effective for all middle school students and for high school students with low prior knowledge, but were
not effective for high school students with high prior knowledge. These findings indicate that the expertise reversal effect
can be mediated by cognitive development and other factors, not just domain specific prior knowledge. 相似文献
7.
Judith Kleine Staarman 《Literacy》2003,37(2):73-80
In this study, Dutch primary school children used a computer‐mediated discussion forum to discuss the concept of horror stories. In such discussion forums children often write their contributions individually. This paper presents an ongoing empirical study in which the contributions to an electronic discussion forum from children working individually were compared to contributions from children working in dyads. Preliminary results indicated that children working in dyads around the computer wrote more contributions to the computer‐mediated discussion and were more attentive to the collaborative process, than children who wrote their contributions individually. 相似文献
8.
This study intends to investigate how multi-symbolic representations (text, digits, and colors) could effectively enhance the completion of co-located/distant collaborative work in a virtual reality context. Participants’ perceptions and behaviors were also studied. A haptics-enhanced virtual reality task was developed to conduct collaborative work. An experiment was conducted with which participants were separated into four groups with the combinations of two variables: w/o multi-symbols and co-located/distant. Performance results show that multi-symbolic representations significantly helped users reduce the time in completing a task in the co-located case. Perception results show that awareness, presence and social presence are highly correlated to usefulness, ease of use and playfulness. Further, behavior analysis found two strategies beneficial to the completion of collaborative work with which divide and conquer is used in problem solving. In addition, the major failure mode is identified and it implies that participants had problems in depth perception. In summary, multi-symbolic representations in haptics-enhanced virtual reality systems have potentials to effectively help collaborative work. 相似文献
9.
Many studies have tested external supports for promoting productive collaboration, but relatively few have examined what features characterize naturally productive collaborative tasks. Two lines of research have come to distinct conclusions on the primary task feature associated with productive collaboration: demonstrability versus complexity. This study examined the problem-solving performance of 110 seventh grade students on a demonstrable mathematical task, including 69 in three traditional math classrooms (for whom the task was complex) and 41 in two accelerated math classrooms (for whom the task was not complex). Students were further assigned to one of four conditions split by two factors: grouping (individual versus dyad) and number of problems (one or two). For the accelerated math classes, individuals performed significantly better than dyads. For the traditional math classes, dyads performed significantly better than individuals and exceeded the truth-wins criterion (a theoretical maximum indicating how individuals would perform if they shared knowledge perfectly). A complex-demonstrable task framework is proposed for characterizing naturally productive collaborative tasks. 相似文献
10.
Kihyun Ryoo Kristin Bedell Amanda Swearingen 《Journal of Science Education and Technology》2018,27(6):508-522
Ensuring that all students, including English language learners (ELLs) who speak English as a second language, succeed in science is more challenging with a shift towards learning through language-intensive science practices suggested by the Next Generation Science Standards (NGSS). Interactive visualization technologies have the potential to support science learning for all students, including ELLs, by providing explicit representations of unobservable scientific systems. However, whether and how such technologies can be beneficial for these underserved students has not been sufficiently investigated. In this study, we examine the short-term and long-term effects of interactive visualizations in improving linguistically diverse eighth-grade students’ understanding of properties of matter and chemical reactions during inquiry instruction. The results show that after interacting with the visualizations, both ELLs and non-ELLs showed significant improvement in their understanding of the target concepts at the molecular level on both the immediate test and the delayed test (3 months after the study). In particular, aligned with the goals of the NGSS, all students, including ELLs, were able to demonstrate their understanding of how energy and matter are involved in chemistry through developing molecular models, critiquing models, and constructing scientific explanations. This study shows the potential benefits of using interactive visualizations during inquiry instruction as a resource to help all students, including ELLs who are traditionally underserved in mainstream classrooms, develop a more coherent understanding of abstract concepts of molecular processes during chemical phenomena. 相似文献
11.
Karen Krol Jeroen Janssen Simon Veenman Jos van der Linden 《Educational Research and Evaluation》2013,19(3):205-237
In this study, the effects of a school improvement program on cooperative learning (CL) with respect to the elaborations of 6th-grade students working in mixed-ability and mixed-sex dyads on 2 cooperative tasks were examined. A posttest-only design with a control group was used to investigate the provision and receipt of elaborations within the dyads and the performance of the dyads working on cooperative mathematics and language tasks. Treatment dyads were found to exchange significantly more high-level elaborations during the language task than the control dyads. The treatment dyads also tended to produce higher performance scores on the 2 tasks. 相似文献
12.
Peer collaboration in solving qualitative physics problems: The role of collaborative talk 总被引：1，自引：0，他引：1
Ping-Kee Tao 《Research in Science Education》1999,29(3):365-383
This study investigated whether and how peer collaboration facilitated students' problem solving in physics. A qualitative
physics test was administered to two Secondary 6 (Year 12) classes, with half of the students in each class randomly assigned
to take the test individually and the other half to work in dyads. The abilities of the individuals and dyads were matched
such that there was no significant difference between their physics examination grades. The test results show that the dyads
performed better than the individuals on each problem and the test as a whole. The rich collaborative talk of the dyads shows
that peer collaboration provided students with experiences of co-construction and conflict that were conducive to successful
problem solving. However, it was found that co-construction could lead to correct as well as wrong solutions and that conflict
and co-construction could occur in the same instance rather than as separate activities. The study also found that students'
success in problem solving depended not so much on their ability but on how they interacted and whether and how they invoked
the relevant physics principles and strategies. 相似文献
13.
14.
Jane Wilkinson Jill Blackmore 《International journal of qualitative studies in education》2013,26(2):123-136
Research on women's leadership has tended to focus upon detailed micro studies of individual women's identity formation or, alternatively, to conduct macro studies of its broader discursive constructions within society. Both approaches, although providing helpful understandings of the issues surrounding constructions of women's leadership, are inadequate. They fail to deal with the ongoing dilemma raised in both Cultural Studies and studies of discourse and identity, in relation to the negotiation of subjectivity and representation, that is, how broader societal discourses and media representations of women's leadership both inform, and are informed by, the lived experiences of individual women. In this article, a range of methodological approaches are outlined that were drawn upon in a study of a small group of senior women academics from ethnically and socioeconomically diverse origins. The authors examine how the women negotiated the frequent mismatch that arose between, on the one hand, societal discourses and media representations which often reproduced narrow and highly stereotypical accounts of women's leadership, and on the other hand, the individual women's subjective experiences of leadership which challenged such representations. It is contended that it is necessary to draw on a number of methodological perspectives in ways which trouble and unsettle homogenized versions of women's leadership in order to fully explicate more nuanced and complex ways of understanding how women's leadership identity is formed. 相似文献
15.
The authors investigated the microlevel processes of collaborative reasoning in heterogeneous peer dyads working on an open-design task in elementary geometry. Special attention was paid to the nature of student social interaction, problem-solving strategies, and mathematical language and how they shape collaborative problem-solving processes. Qualitative case-based analyses of 3 focal dyads reveal that collaborative reasoning was supported by equal participation in social interaction, consisting of joint negotiation of problem-solving strategies and active conceptualization and visualization of the situation. Challenges to collaboration were manifested in the existence of divergent strategies and verbal conceptualizations where negotiation did not lead to the construction of a shared understanding. In summary, the study demonstrates the power of microlevel process analyses in revealing the interpersonal dynamics of collaborative reasoning and shows how those dynamics mediate the learning opportunities in peer interactive dyads. 相似文献
16.
Drawing on diverse theoretical perspectives and research, this paper focuses on the significance of settings in qualitative research as well as on associated problems with representations of settings in traditional analyses and reports. The central premise developed is that a deeper analysis of settings requires an unraveling of relations among settings in which individuals or groups participate. In this discussion, setting is defined as a fluid and mutable but bounded environment in which particular situations, interactions, and behaviors accrue to it as normal by virtue of history, cultural values, and beliefs. To represent the complexity of identity and power relations in educational research, author suggests six lenses that offer a multilayered picture of participants' lived experiences across multiple settings. These lenses have the potential to broaden researchers' representations of participants beyond what is often available in traditional analyses and reports of qualitative educational research. These six lenses on settings are not meant to be inclusive but to suggest that finer grained examinations of the social and cultural symbols that permeate settings may yield fresh perspectives on lived experience. 相似文献
17.
Recent increased interest in computational thinking poses an important question to researchers: What are the best ways to teach fundamental computing concepts to students? Visualization is suggested as one way of supporting student learning. This mixed-method study aimed to (i) examine the effect of instruction in which students constructed visualizations on students’ programming achievement and students’ attitudes toward computer programming, and (ii) explore how this kind of instruction supports students’ learning according to their self-reported experiences in the course. The study was conducted with 58 pre-service teachers who were enrolled in their second programming class. They expect to teach information technology and computing-related courses at the primary and secondary levels. An embedded experimental model was utilized as a research design. Students in the experimental group were given instruction that required students to construct visualizations related to sorting, whereas students in the control group viewed pre-made visualizations. After the instructional intervention, eight students from each group were selected for semi-structured interviews. The results showed that the intervention based on visualization construction resulted in significantly better acquisition of sorting concepts. However, there was no significant difference between the groups with respect to students’ attitudes toward computer programming. Qualitative data analysis indicated that students in the experimental group constructed necessary abstractions through their engagement in visualization construction activities. The authors of this study argue that the students’ active engagement in the visualization construction activities explains only one side of students’ success. The other side can be explained through the instructional approach, constructionism in this case, used to design instruction. The conclusions and implications of this study can be used by researchers and instructors dealing with computational thinking. 相似文献
18.
Carefully scaffolded dynamic visualizations have potential to promote science learning for all students, including English language learners (ELLs) who are often underserved in mainstream science classrooms, but little is known about how to design effective scaffolding to support such diverse students' learning with dynamic visualizations. This study investigated how two forms of scaffolding embedded in dynamic visualizations, expert guidance and generating guidance, can foster ELLs' and non-ELLs' understanding of unobservable scientific phenomena. While interacting with dynamic visualizations, students in the expert guidance condition were provided with scientifically accurate explanations to interpret visual representations, whereas students in the generating guidance condition were prompted to generate their own explanations using visual representations. The results show the significant advantage of generating guidance over expert guidance for both ELLs and non-ELLs, although students in the generating guidance condition did not receive feedback on their generated artifacts. Analyses of video data and log data from 40 pairs revealed that each form of scaffolding affected the quantity and quality of linguistically diverse students' conversations. The results show that generating guidance enabled students, particularly ELLs, to engage in discourse-rich practices to evaluate various sources of evidence from the visualization and compare the evidence to their alternative ideas to develop a coherent understanding of the target concepts. This study shows the unique benefits of generating guidance as an effective strategy to support linguistically diverse students' science learning with dynamic visualizations. 相似文献
19.
This study explored kindergartners' and first graders' collaborative processes to understand the nature of peer collaboration and the learning opportunities afforded by peer discourse. Data were drawn from 6 dyads who participated in a computer writing project for 2 school semesters. Children's videotaped interactions were analyzed with the focus on understanding how children's collaborative roles and patterns changed over time. Examination of video data and children's computer products revealed that (a) children's interaction patterns changed from a more independent style toward a more integrative style, as shown in their distribution of control over mouse and keyboard and in the written outcomes of their collaboration; (b) a shift in role patterns emerged across repeated instances of peer collaboration so that children began alternating the roles of leader and observer, and less competent children began carrying out more important tasks; and (c) the computer served as an object of reference for children to sustain their interaction and stay on task. 相似文献
20.
Making the invisible visible: enhancing students’ conceptual understanding by introducing representations of abstract objects in a simulation 总被引：1，自引：0，他引：1
This study aimed to identify if complementing representations of concrete objects with representations of abstract objects improves students’ conceptual understanding as they use a simulation to experiment in the domain of Light and Color. Moreover, we investigated whether students’ prior knowledge is a factor that must be considered in deciding when to use representations of abstract objects. A pre-post comparison study design was used, involving 69 participants assigned to two conditions. The first condition consisted of 36 students who had access to a simulation with representations of concrete objects, whereas the second condition consisted of 33 students who had access to a simulation with representations of both concrete and abstract objects. Both conditions used the same inquiry-oriented curriculum materials, consisting of three sections that included physical phenomena with increasingly complex underlying mechanisms, so that the third section’s mechanisms were more complex in nature than those in the first two sections. Tests were administered to assess students’ conceptual understanding before and after the presentation of the curricular material as a whole, as well as before and after each of its three sections. Results revealed that the presence of representations of abstract objects was helpful for the first two sections, but only for students with low prior knowledge. On the third, most complex section, also the students with higher prior knowledge profited from the presence of abstract objects. From these findings, we conjecture that for physical phenomena with a lower level of complexity, students with high prior knowledge are able to mentally construct the necessary abstract concepts on their own, whereas for higher levels of complexity they need an explicit representation of the abstract objects in the learning environment. 相似文献