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1.
Byung-Ro Lim 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):627-643
The purpose of this study is to discuss major issues in designing inquiries on the web. Instructional designers face a lot of difficulties and challenges to deal with in the course of designing inquiry experiences for learners in the online environment, a complex and ill‐structured learning environment. Facilitating inquiry or using an inquiry‐based learning approach on the web has both advantages and disadvantages. Instructional designers need to acknowledge the design issues arising in each and every phase of the design process. Utilising appropriate design strategies, instructional designers can provide positive learning experiences for their online learners. For this purpose, three representative cases in the context of teacher professional development were examined and six major issues were identified as follows: (1) seeking a balance between a system‐generated guide and human facilitator, (2) visual representation of the inquiry process, (3) motivating learners with the right question, (4) engaging learners in various learning activities, (5) guiding the inquiry process with various scaffolds, and (6) maximising learning by coordinating resources, tools and the community of inquiry. This study explains each issue in great detail and provides possible guides for instructional designers to handle the issue. 相似文献
2.
When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students’ learning processes. To address this, the article presents a study of science learning in a computer-supported learning environment called Collaborative Science Inquiry (CSI), which integrates guided inquiry principles for activity design, employs modelling and visualisation tools for promoting conceptual understanding and incorporates key computer-supported collaborative learning (CSCL) elements for enabling students’ collaboration. With the aim of understanding the process of students’ conceptual changes supported by the CSI learning environment as used in a secondary school, data on students’ test achievements, responses to learning tasks and peer discussions in collaboration were collected, analysed and discussed. The results of the qualitative and quantitative data analysis indicated that guided inquiry coupled with CSCL elements facilitated by the CSI system can engage students in inquiry activities and promote their conceptual understanding in a progressive way. 相似文献
3.
Despite emphasis and progress in developing collaborative inquiry in computer-supported collaborative learning research, little attention has been given to examining how collective learning can be assessed in computer-supported collaborative learning classrooms, and how students can have agency in assessing their own collaborative process. We propose that assessments should capture both individual and collective aspects of learning and be designed in ways that foster collaboration. We describe the design of student-directed electronic portfolio assessments to characterize and “scaffold” collaborative inquiry using Knowledge Forum?. Our design involved asking students to identify exemplary notes in the computer discourse depicting knowledge building episodes using four knowledge building principles as criteria. We report three studies that examined the designs and roles of knowledge building portfolios with graduate and Grade 12 students in Hong Kong and Canada. The findings suggest that knowledge building portfolios help to characterize collective knowledge advances and foster domain understanding. We discuss lessons learned regarding how knowledge building may be fostered and provide principles for designing assessments that can be used to evaluate and foster deep inquiry in asynchronous online discussion environments. 相似文献
4.
Yanjie Song 《Educational technology research and development : ETR & D》2018,66(4):979-1008
The paper reports on an empirical study adopting a mixed research method, aiming at improving primary students’ collaborative problem solving competency in project-based learning with productive failure (PF) instructional design in a seamless learning environment. Two Grade Six classes participated in a project-based learning of “Plant Adaptations”. In Class 1 with 27 students, the project-based learning was conducted with PF instructional design; in Class 2 with 26 students, the project-based learning was conducted without PF instructional design. The learning activities spanned across farm, class, home and online spaces supported by mobile devices. Data collection includes various students’ created artifacts in groups in the inquiry process, student reflections, student focus group interviews and pre- and post-domain tests. Both qualitative and quantitative data analysis methods were employed. The research findings show that compared to Class 2, the students in Class 1 gained deeper understanding of conceptual knowledge and produced better group artifacts in collaborative problem-solving quality than those in Class 2; and the students in Class 1 were more positive in facing the challenges in their project-based learning process, and developed a sense of ownership of their learning. The findings imply that PF instructional design is conducive to developing primary students’ collaborative solving competency in science learning in a seamless learning environment. 相似文献
5.
Asmalina Saleh Chen Yuxin Cindy E. Hmelo-Silver Krista D. Glazewski Bradford W. Mott James C. Lester 《科学教学研究杂志》2020,57(9):1490-1518
Collaborative inquiry learning affords educators a context within which to support understanding of scientific practices, disciplinary core ideas, and crosscutting concepts. One approach to supporting collaborative science inquiry is through problem-based learning (PBL). However, there are two key challenges in scaffolding collaborative inquiry learning in technology rich environments. First, it is unclear how we might understand the impact of scaffolds that address multiple functions (e.g., to support inquiry and argumentation). Second, scaffolds take different forms, further complicating how to coordinate the forms and functions of scaffolds to support effective collaborative inquiry. To address these issues, we identify two functions that needed to be scaffolded, the PBL inquiry cycle and accountable talk. We then designed predefined hard scaffolds and just-in-time soft scaffolds that target the regulation of collaborative inquiry processes and accountable talk. Drawing on a mixed method approach, we examine how middle school students from a rural school engaged with Crystal Island: EcoJourneys for two weeks (N=45). Findings indicate that hard scaffolds targeting the PBL inquiry process and soft scaffolds that targeted accountable talk fostered engagement in these processes. Although the one-to-one mapping between form and function generated positive results, additional soft scaffolds were also needed for effective engagement in collaborative inquiry and that these soft scaffolds were often contingent on hard scaffolds. Our findings have implications for how we might design the form of scaffolds across multiple functions in game-based learning environments. 相似文献
6.
《学习科学杂志》2013,22(4):495-547
This article tells the story of the design of Learning by Design(tm) (LBD), a project-based inquiry approach to science learning with roots in case-based reasoning and problem-based learning, pointing out the theoretical contributions of both, classroom issues that arose upon piloting a first attempt, ways we addressed those challenges, lessons learned about promoting learning taking a project-based inquiry approach, and lessons learned about taking a theory-based approach to designing learning environments. LBD uses what we know about cognition to fashion a learning environment appropriate to deeply learning science concepts and skills and their applicability, in parallel with learning cognitive, social, learning, and communication skills. Our goal, in designing LBD, was to lay the foundation in middle school for students to be successful thinkers, learners, and decisionmakers throughout their lives and especially to help them begin to learn the science they need to know to thrive in the modern world. LBD has students learn science in the context of achieving design-and-build challenges. Included in LBD's framework is a set of ritualized and sequenced activities that help teachers and students acclimate to the culture of a highly collaborative, learner-centered, inquiry-oriented, and design-based classroom. Those ritualized activities help teachers and students learn the practices of scientists, engineers, and group members in ways that they can use outside the classroom. LBD is carefully crafted to promote deep and lasting learning, but we have learned that careful crafting is not enough for success in putting a collaborative inquiry approach into practice. Also essential are fostering a collaborative classroom culture in which students want to be engaged in deep learning and where the teacher sees herself as both a learner and a facilitator of learning, trusts that with her help the students can learn, and enthusiastically assumes the roles she needs to take on. 相似文献
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This study explores the reflective processes by which a grade 5 science community co-constructed shared inquiry structures to focus and guide its inquiry about human body systems over a school year supported by a collaborative online environment. The co-constructed structures included a list of collective wondering areas as the shared focus of inquiry and models of the inquiry process in the form of “research cycle.” Qualitative analyses of field notes, classroom videos, student notebooks and interviews elaborate the evolution of the inquiry areas and the “research cycle” model as well as students’ adaptive use of the structures to guide deeper inquiry. Content analyses of students’ individual research questions and collaborative online discourse indicate that students used the structures to develop more advanced inquiry and make productive contributions. The results contribute to elaborating a reflective structuration approach to co-organizing and sustaining long-term, open-ended inquiry in knowledge building communities. 相似文献
9.
Yuqin Yang Zhizi Zheng Gaoxia Zhu Sdenka Zobeida Salas-Pilco 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):1025-1045
Preparing data-literate citizens and supporting future generations to effectively work with data is challenging. Engaging students in Knowledge Building (KB) may be a promising way to respond to this challenge because it requires students to reflect on and direct their inquiry with the support of data. Informed by previous studies, this research explored how an analytics-supported reflective assessment (AsRA)-enhanced KB design influenced 6th graders' KB and data science practices in a science education setting. One intact class with 56 students participated in this study. The analysis of students' Knowledge Forum discourse showed the positive influences of the AsRA-enhanced KB design on students' development of KB and data science practices. Further analysis of different-performing groups revealed that the AsRA-enhanced KB design was accessible to all performing groups. These findings have important implications for teachers and researchers who aim to develop students' KB and data science practices, and general high-level collaborative inquiry skills.
Practitioner notes
What is already known about this topic- Data use becomes increasingly important in the K-12 educational context.
- Little is known about how to scaffold students to develop data science practices.
- Knowledge Building (KB) and learning analytics-supported reflective assessment (AsRA) show premises in developing these practices.
- AsRA-enhanced KB can help students improve KB and data science practices over time.
- AsRA-enhanced KB design benefits students of different-performing groups.
- AsRA-enhanced KB is accessible to elementary school students in science education.
- Developing a collaborative and reflective culture helps students engage in collaborative inquiry.
- Pedagogical approaches and analytic tools can be developed to support students' data-driven decision-making in inquiry learning.
10.
Fan Ouyang Yu-Hui Chang 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1396-1414
Understanding the relationship between social interaction patterns and cognitive engagement levels has critical implications on collaborative learning theory, pedagogy, and technology. This study used a multi-method approach to examine the relationship between students' social participatory roles and cognitive engagement levels within asynchronous online discussions. Results showed that students' social participatory role was a critical indicator of cognitive engagement level. Socially active students made more cognitive contributions to knowledge inquiry and knowledge construction. But there were exceptions: after taking leadership roles (i.e., discussion designers and facilitators), some students moved from peripheral participation to active participation. Second, there was a progressive development process: individual students' deep-level knowledge inquiry could trigger peer interaction, which could further advance group knowledge construction. Third, students had a tendency to keeping social-cognitive engagement patterns throughout discussions. Based on the result, this study proposed implications for collaborative learning theory, pedagogy support, and tool development. 相似文献
11.
The Exploring Florida Science project goals were: (1) increasing content knowledge of secondary science teachers, specifically in topics that are important to the future of the state, and (2) providing secondary science students with digital media for use in project-based learning. A team of instructional designers, educators, scientists, web designers and teacher educators designed an online professional development environment. Needs analysis included identification of the high incidence topics on the state science achievement test and topics of socio-scientific importance in the state. Development followed tenets of design-based research, and was guided by E-Learning for Educators standards and evaluated for content, pedagogy and usability using rubrics based on established guidelines. This paper details design, development, and evaluation frameworks, and summarizes pilot testing outcomes. 相似文献
12.
As secondary students’ interest in science is decreasing, schools are faced with the challenging task of providing adequate instruction to engage students—and more particularly the disadvantaged students—to learn science and improve their science inquiry skills. In this respect, the integration of Web-based collaborative inquiry can be seen as a possible answer. However, the differential effects of Web-based inquiry on disadvantaged students have barely been studied. To bridge this gap, this study deals with the implementation of a Web-based inquiry project in 19 secondary classes and focuses specifically on gender, achievement level, and academic track. Multilevel analysis was applied to uncover the effects on knowledge acquisition, inquiry skills, and interest in science. The study provides quantitative evidence not only that a Web-based collaborative inquiry project is an effective approach for science learning, but that this approach can also offer advantages for students who are not typically successful in science or who are not enrolled in a science track. This approach can contribute to narrowing the gap between boys and girls in science and can give low-achieving students and general-track students an opportunity to develop confidence and skills for learning science, bringing them to a performance level that is closer to that of high-achieving students. 相似文献
13.
The purpose of the study was to examine how the Interrogative Modelof Inquiry (I-Model), developed by Jaakko Hintikka and Matti Sintonenfor the purposes of epistemology and philosophy of science, could be applied to analyze elementary schoolstudents' process of inquiry in computer-supported learning. We review the basic assumptions of I-Model,report results of empirical investigation of the model in the context of computer-supportedcollaborative learning, and discuss pedagogical implications of the model. The results of the studyfurnished evidence that elementary school students were able to transform initially vagueexplanation-seeking question to a series of more specific subordinate questions while pursuing theirknowledge-seeking inquiry. The evidence presented indicates that, in an appropriate environment, it is entirelypossible for young students, with computer-supportfor collaborative learning, to engage in sophisticatedknowledge seeking analogous to scientific inquiry. We argue that the interrogative approach to inquiry canproductively be applied for conceptualizing inquiry in the context of computer-supported learning. 相似文献
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15.
Wilfred W. F. Lau Vicky Lui Samuel K. W. Chu 《Educational technology research and development : ETR & D》2017,65(3):533-553
This study explored the use of wikis in a science inquiry-based project conducted with Primary 6 students (aged 11–12). It used an online wiki-based platform called PBworks and addressed the following research questions: (1) What are students’ attitudes toward learning with wikis? (2) What are students’ interactions in online group collaboration with wikis? (3) What have students learned with wikis in a science inquiry-based project in a primary school context? Analyses of the quantitative and qualitative data showed that with respect to the first research question, the students held positive attitudes toward the platform at the end of the study. With respect to the second research question, the students actively engaged in various forms of learning-related interactions using the platform that extended to more meaningful offline interactions. With respect to the third research question, the students developed Internet search skills, collaborative problem solving competencies, and critical inquiry abilities. It is concluded that a well-planned wiki-based learning experience, framed within an inquiry project-based approach facilitated by students’ online collaborative knowledge construction, is conducive to the learning and teaching of science inquiry-based projects in primary school. 相似文献
16.
潘春平 《南昌教育学院学报》2012,27(3):90-91
网络环境对高职数学建模教学与学习带来了巨大变革。文章在研究数学建模活动的教学理论基础上,结合高职数学建模实际,探索了在多媒体网络环境下,教师如何在教学过程中充分应用现代教育技术,精心制作多媒体课件,优化课堂教学以及学生的数学建模学习方式如何朝自主学习、合作学习、探究学习的方向发展,提出了一些数学建模教学与学习过程中值得思考的问题。 相似文献
17.
Su-Chi Fang Hsin-Yi Chang Wen-Hua Chang Hsin-Kai Wu Chih-Ming Chen 《International Journal of Science Education》2016,38(12):1945-1971
In order to promote scientific inquiry in secondary schooling in Taiwan, the study developed a computer-based inquiry curriculum (including structured and guided inquiry units) and investigated how the curriculum influenced students’ science learning. The curriculum was implemented in 5 junior secondary schools in the context of a weeklong summer science course with 117 students. We first used a multi-level assessment approach to evaluate the students’ learning outcomes with the curriculum. Then, a path analysis approach was adopted for investigating at different assessment levels how the curriculum as a whole and how different types of inquiry units affected the students’ development of conceptual understandings and inquiry abilities. The results showed that the curriculum was effective in enhancing the students’ conceptual knowledge and inquiry abilities in the contexts of the six scientific topics. After the curriculum, they were able to construct interconnected scientific knowledge. The path diagrams suggested that, due to different instructional designs, the structured and guided inquiry units appeared to support the students’ learning of the topics in different ways. More importantly, they demonstrated graphically how the learning of content knowledge and inquiry ability mutually influenced one another and were reciprocally developed in a computer-based inquiry learning environment. 相似文献
18.
The purpose of this study is to investigate how sixth graders develop inquiry skills to construct explanations in an inquiry‐based learning environment. We designed a series of inquiry‐based learning activities and identified four inquiry skills that are relevant to students’ construction of explanation. These skills include skills to identify causal relationships, to describe the reasoning process, to use data as evidence, and to evaluate explanations. Multiple sources of data (e.g., video recordings of learning activities, interviews, students’ artifacts, and pre/post tests) were collected from two science classes with 58 sixth graders. The statistical results show that overall the students’ inquiry skills were significantly improved after they participated in the series of the learning activities. Yet the level of competency in these skills varied. While students made significant progress in identifying causal relationships, describing the reasoning process, and using data as evidence, they showed slight improvement in evaluating explanations. Additionally, the analyses suggest that phases of inquiry provide different kinds of learning opportunities and interact with students’ development of inquiry skills. 相似文献
19.
This study reports the transformations of 3 science teachers who conducted action research projects following a model, unique
to our graduate program, which follows the theoretical tenets of adult and transformative learning theory. Teachers video
their teaching, engage in weekly peer group collaborative reflection sessions, collaborate with students, and consult with
other sources to identify goals for improving their teaching practices, develop action plans, and analyze the results of their
actions. As a result of this process, all 3 teachers changed their pedagogical approach from a teacher centered textbook driven
approach to a student centered inquiry based approach. Implications of using this model as a powerful means of professional
development for science teachers are explored. 相似文献
20.
Mark Stubbs Ian Martin Lewis Endlar 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):163-175
This paper considers the challenges faced by those seeking to design effective blended learning. Using a 2‐year case study involving cohorts of approximately 200 students, it demonstrates how Anthony Giddens’ structuration theory can provide a metaframework for assisting educational designers in creating coherent blended learning experiences that reinforce intended learning outcomes. It calls for educational designers to be sensitive to both their audience and the unintended and unanticipated consequences of their actions and shows how a holistic annual review framework can reinforce or suppress emergent behaviour through unit development. 相似文献