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Why and how do middle school students exchange ideas during science inquiry?

机译:为什么中学生在科学探究过程中交换思想,为什么?

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Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, articulate informed ideas, and share ideas with peers. This study explores how technology can support idea exchanges in ways that value individuals' prior ideas, and allow students to use these ideas to benefit their own and their peers' learning. We used the Idea Manager, a curriculum-integrated tool that enables students to collect and exchange ideas during science inquiry projects. We investigated how students exchanged ideas, how these exchanges impacted the explanations they ultimately produced, and how the tool impacted teachers' instruction. We implemented the tool with 297 grade 7 students, who were studying a web-based unit on cancer and cell division. Among other results, we found a relationship between the diversity of students' ideas, and the sources of those ideas (i.e., whether they came from the students themselves or from their peers), and the quality of students' scientific explanations. Specifically, students who collected more unique ideas (i.e., ideas not already represented in their private idea collections) as opposed to redundant ideas (i.e., ideas that reiterated ideas already present in their private idea collections) tended to write poorer explanations; and students who generated their own redundant ideas, as opposed to choosing peers' ideas that were redundant, tended to write better explanations. We discuss implications for formative assessment, and for the role of technology in supporting students to engage more meaningfully with peers' ideas.
机译:科学日益以参与知识社区为特征。为了有意义地参与科学探究,学生必须能够评估各种信息来源,表达出明智的想法并与同龄人分享想法。这项研究探索了技术如何以重视个人先前想法的方式支持想法交流,并允许学生利用这些想法来使自己和同伴的学习受益。我们使用了理念管理器(Idea Manager),这是一种课程集成工具,使学生能够在科学探究项目期间收集和交流想法。我们调查了学生如何交流思想,这些交流如何影响他们最终产生的解释以及该工具如何影响教师的教学。我们为297名7年级学生实施了该工具,他们正在研究有关癌症和细胞分裂的基于Web的单元。在其他结果中,我们发现学生的想法的多样性与这些想法的来源(即它们来自学生本人还是来自同龄人)以及学生科学解释的质量之间存在关联。具体来说,与多余的想法(即重申其想法已经存在于私人想法中)相比,那些收集了更多独特想法(即他们的私人想法集合中尚未体现的想法)的学生倾向于撰写较差的解释;和产生自己的冗余想法的学生(而不是选择同龄人的冗余想法)倾向于写更好的解释。我们讨论了形成性评估的意义,以及技术在支持学生更有意义地参与同龄人观点方面的作用。

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