Conceptual change in science through collaborative learning at the computer

Abstract

The purpose of this classroom study was to investigate whether and how collaborative learning at the computer fosters conceptual change. A suite of computer simulation programs was developed to confront students' alternative conceptions in mechanics. This was integrated into a 10-week physics instruction of a Grade 10 science class in a Melbourne high school. A Conceptual Test was administered to the class as a pre-, post-and delayed post-test to determine students' conceptual change. Students in the class worked collaboratively in dyads on the programs carrying out predict-observe-explain tasks according to a set of worksheets. While the dyads worked on the tasks, their conversational interactions were recorded. A range of other data were also collected at various junctures during instruction. The conversational interactions of seven dyads in the class were analysed for the mode of their collaboration using three indices: joint on-task engagement, and equality and mutuality of engagement. Their collaborative sequences were categorized as co-constructions of shared understanding or peer conflicts, and inferences were made as to whether or not these led to conceptual change. Case studies of collaboration were written up for the seven dyads. The study showed that the computer-supported collaborative learning provided students with experiences of co-construction of shared understanding and peer conflicts which led to conceptual change for those who were (i) cognitively engaged in the tasks and (ii) prepared to reflect on and reconstruct their conceptions. It also showed that whilst co-construction was important, to achieve long-term and stable conceptual change this needed to be accompanied by students' personal construction and sense making of the new understanding.

Using the Tablet Gestures and Speech of Pairs of Students to Classify Their Collaboration

“…It has been shown that students who co-construct (Hogan, Nastasi, & Pressley, 1999;Tao & Gunstone, 1999) ideas have been more successful in extending the knowledge of their peers than students who work independently on solving a problem. Identification of such processes in a collaborative learning environments would allow us to understand the degree to which these students work with each other.…”

Investigating and Promoting Trainee Science Teachers’ Conceptual Change of the Nature of Science with Digital Dialogue Games ‘InterLoc’

“…Within research on science learning and conceptual change about science, there is interest in collaboration in general and social constructivism in particular (Chen & She, 2012;Tao & Gunstone, 1999;Luebeck & Bice, 2005;.…”

“…While the theoretical frameworks of studies into conceptual change often address students' learning processes, the majority of the empirical procedures investigate the products of students' learning rather than the processes of student conceptual development or conceptual change. Thus, from the current status of research, it can be concluded that major issues of understanding the processes by which conceptual development takes place are still theoretically and empirically vague (Aufschnaiter et al, 2008;Mercer, 2008;Ravenscroft, McAlister, & Sagar, 2012;Tao & Gunstone, 1999). Generally, we cannot yet explain in detail why teaching strategies that attempt to promote conceptual change are often unsuccessful.…”

3D Virtual Itinerary for Education Using Google Earth as a Tool for the Recovery of the Geological Heritage of Natural Areas: Application in the “Las Batuecas Valley” Nature Park (Salamanca, Spain)

“…Each placemark can be represented with different shapes and colors, which are available in the Google Earth application ( Figure 5A). As each stop is saved in "kmz" format, when you open the file, the Google Earth platform opens and automatically georeferences a stop [14,22]. Subsequent geological mapping in Google Earth was loaded into ortho overlap, in which a user can zoom "+" or "−" to approach or move away from a geosite to analyze the geological context of the sector study and provide a spatial overview of the itinerary, which is displayed using different 3D geological materials by observing their topographic position and lithologic sequences.…”

“…As the geological analysis of a natural area is challenging from the perspective of space [12,13], we employ maps to observe the distribution of different materials and geological elements [14,15]. Technological advances enable free applications that can be implemented with a computer [16] an overview of the three-dimensional-3D-territory with different stops and geoeducational pathways and the deployment of geological mapping and other thematic maps on orthophotos, which display the different elements (i.e., roads and towns) that guide students to their locations [17][18][19].…”