Constructing knowledge in the context of BioWorld |
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| Authors: | Lajoie Susanne P Guerrera Claudia Munsie Steven D Lavigne Nancy C |
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| Institution: | (1) McGill University, Canada;(2) Department of Educational and Counselling Psychology, McGill University, 3700 McTavish Street, Montreal, QC, Canada, H3A 1Y2 |
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| Abstract: | BioWorld is a computer learning environmentdesigned for high school biology students. BioWorldcomplements the biology curriculum by providing ahospital simulation where students can apply what theyhave learned about body systems to problems where theycan reason about diseases. Students workcollaboratively at collecting evidence to confirm orrefute their hypotheses as they attempt to solveBioWorld cases. The present study examined students'use of BioWorld to solve problems related to thedigestive system. Analyses of student actions andverbal dialogue were conducted to pinpoint the typesof features within BioWorld that were most conduciveto learning and scientific reasoning. An exploratoryanalysis of the types of assistance provided tostudents by a teacher, researcher, and BioWorld alonewas conducted to examine how scaffolding influencedstudent actions. |
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| Keywords: | computer-based learning environments argumentation scientific reasoning high school biology problem based learning coaching |
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