Designing Collective Intelligence-based Instructional Models for Teaching Socioscientific Issues

Abstract

This study aimed to develop collective intelligence (CI) based instructional models for teaching socioscientific issues on the basis of intimate collaboration with science teachers, and to investigate the participating teachers' perceptions on the effectiveness of the instructional models. Adapting the ADDIE model, we suggested three types of SSI instructional models (i.e. generative model, exploratory model, and decision-making model). Generative models emphasized the process of brainstorming ideas or possible solutions for SSI. Exploratory models focused on providing students opportunities to explore various SSI cases and diverse perspectives to understand its controversial nature and complexity. Decision-making models encouraged students to negotiate or develop a group-consensus on SSI through the dialogical process. After implementing the instructional models in the science classroom, the teachers reported that CI-based SSI instructional models contributed to encouraging students' active participation and collaboration as well as to improving the quality of their argument or discourses on SSI. They also supported the importance of developing collective consciousness on the issues in the beginning of the SSI class, providing independent time and space for reflecting on their personal values and opinions with scientific evidence, and formulating an atmosphere where they freely exchanged opinions and feedback for constructing better collective ideas.

Examining tensions in the socioscientific issues classroom: Students' border crossings into a new culture of science

“…It is also necessary to openly discuss with students the rules required in the SSI class and the division of labor of the learners. For instance, Lee, Choi, and Ko () conducted a case study with three science teachers experienced in teaching SSI. In the case study, the teachers were asked to explicitly highlight the phase of collaboratively discussing the purpose and flow of the lessons with their students at the beginning of the SSI classes.…”

Effects of Collective Intelligence-Based SSI Instruction on Promoting Middle School Students' Key Competencies as Citizens

“…즉, 다양한 가치관과 지식, 기술 등을 지닌 이질적인 집단 구성원이 모여 협력적 토의과정을 수행하면, 더 나은 해결책을 도출할 수 있는 가능성이 높아질 수 있다. 이에, Lee et al(2014) .738…”

“…의사소 통 능력은 자신의 생각이나 감정 등을 효과적으로 표현하고 상대방의 의견을 적극적으로 경청하는 능력으로 (Chung et al, 2014;Dillenbourg, 1999), 과학교육에서는 글쓰기나 토의 · 토론과 같은 담화 활동에서 주로 강조되고 있다. 협업능력은 서로 다른 지식과 기술, 배경을 갖춘 사람들이 공동의 문제를 함께 해결해 나가는 과정에서 시너지 효과를 창출할 수 있다는 집단지성의 개념으로도 활용되고 있 다 (Lee, Choi, & Ko, 2014;Lévy, 1997;Roth, 2003;Roth & Lee, 2004;Surowiecki, 2004). 정보나 미디어 활용 능력은 정보화 사회의 발전에 따라 학습자가 필요한 정보를 수집하고 해석할 수 있는 능력을 의미하며, 테크놀로지를 새로운 창조물을 산출하기 위한 도구로 사용 할 수 있는 능력을 의미한다 (Choi et al, 2011;NRC, 2012).…”

The development and validation of the GI-ALE instructional model for the emerging collective intelligence of the scientifically gifted student

“…In the field of science education, there have been recent studies on recognizing the educational importance of collective intelligence, determining scientific knowledge formation processes (Kim et al 2013), and developing programs based on the principle of collective intelligence (Lee et al 2014(Lee et al , 2015. Kim et al (2013) found there to be educational significance in that the research provided implications for the development of classes using collective intelligence by identifying the stages in which knowledge was formed by the pre-service teachers.…”

“…However, this did not lead to direct program development. Thus, the development of a science class program based on the principle of collective intelligence has recently emerged (Lee et al 2014(Lee et al , 2015. However, the program is focused on instructional models for Socio-Scientific Issues (SSI), thus it is required that the programs related to inquiry, which are the core of science, is developed.…”