Changing Epistemology of Science Learning through Inquiry with Computer-Supported Collaborative Learning

摘要

There have been increasing efforts among science educators to move students away from learning about science towards learning to be scientists. To move in this direction, there is a need to change the epistemology of the learning of science from instructivism to one of social constructivist learning. The purpose of this research is to investigate whether the epistemology of science learning in schools can be geared towards the direction of collaborative learning through scientific inquiry. Research participants were a group of students in Singapore who used computer-supported collaborative learning (CSCL). Thirteen Secondary One students from a top-band school in Singapore participated in the science research course during which Knowledge Forum was used to support online discussions for the investigative activities. The Test for Integrated Process Skills Ⅱ was administered before and after the study to compare the students' scientific inquiry abilities. Other qualitative measures such as surveys and post-course activities were used to derive possible reasons that might have led to the observed outcomes.