Eight Issues for Learning Scientists About Education and the Economy

Roschelle, Jeremy; Bakia, Marianne; Toyama, Yukie; Patton, Charles

doi:10.1080/10508406.2011.528318

Cited by 38 publications

(22 citation statements)

References 78 publications

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“…Researchers using DBR have characterized their work as belonging to what Stokes (1997) referred to as Pasteur's Quadrant (cf. Roschelle, Bakia, Toyama & Patton, 2011), thus blending the goals of basic and applied science.…”

Section: Conceptualizing Dbr and Its Potentialmentioning

confidence: 99%

Systematic Review of Design-Based Research Progress

McKenney

Reeves

2013

Educational Researcher

151

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Sufficient attention and resources have been allocated to design-based research (DBR) to warrant review concerning if and how its potential has been realized. Because the DBR literature clearly indicates that this type of research strives toward both the development of an intervention to address a problem in practice and empirical investigation yielding theoretical understanding that can inform the work of others, thoughtful assessment of DBR progress must devote substantial attention to each of these aspects. This requires an in-depth analysis of full-text reports of DBR, framed by a refined conceptualization of the intended outputs of DBR, and ideally, complemented by empirical investigation involving design-based research participants directly.For many, the relatively recent arrival of design-based research (DBR) has brought a new wave of optimism concerning the relevance of educational research. Given that major funding mechanisms in the US and abroad have adjusted their policies in ways that make the pursuit of DBR more feasible, it is important to assess if, and to what extent, this

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Section: Conceptualizing Dbr and Its Potentialmentioning

confidence: 99%

Systematic Review of Design-Based Research Progress

McKenney

Reeves

2013

Educational Researcher

151

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“…Online collaborative learning also calls for a significantly different teacher role, collaboration (Harasim, 2011;Roschelle, Bakia, Toyama, & Patton, 2011), and an emphasis on student progressive discourse, that is, a classroom discussion devoted to the improvement of explanations (Bereiter, 1994). The students in these types of learning environments are not only active learners, but together, they become knowledge creators when using knowledge to resolve problems and be innovative (Bereiter & Scardamalia, 2006, 2010.…”

mentioning

confidence: 99%

Improving Students’ Understanding and Explanation Skills Through the Use of a Knowledge Building Forum

Hamel

Turcotte

Laferrière

et al. 2016

mje

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Résumé de l'articleLa recherche en éducation a montré l'importance d'aider les élèves à développer leur capacité de comprendre. Il a aussi été montré que les pédagogies axées sur l'explication plutôt que sur la mémorisation de faits entrainait chez les élèves une compréhension plus approfondie. Cette étude examine l'utilisation du Knowledge Forum (KF) dans des classes du primaire (n = 251) pour développer la capacité d'explication chez les élèves. À cette fin, nous avons conduit des entretiens avant et après des activités où les élèves avaient utilisé le KF pour investiguer certaines questions. Leur discours collaboratif en ligne a aussi été analysé. Nos résultats montrent que: 1) les explications des élèves se sont améliorées de manière significative entre les entretiens pré et postactivité, 2) les utilisateurs KF actifs ont obtenu des scores plus élevés que les utilisateurs moins actifs lors des entretiens postactivité, et 3) les élèves qui ont écrit les meilleures explications sur le KF ont obtenu des scores plus élevés lors des entretiens post-activité même quand ils avaient obtenu, lors des entretiens pré-activité, des scores beaucoup plus faibles que ceux des élèves les moins actifs. ABSTRACT. Education research has shown the importance of helping students develop comprenehsion skills. Explanation-seeking rather than fact-seeking pedagogies have been shown to warrant deeper student understanding. This study investigates the use of Knowledge Forum (KF) in K-6 classrooms (n = 251) to develop students' explanation skills. To this end, we conducted pre-and post-activity interviews with students who used KF to investigate various topics. Their online collaborative discourse was also analyzed. Our results show that: 1) students' explanations improved significantly between pre-and post-activity interviews, 2) active KF users scored higher than less active users on the postactivity interviews, and 3) students who had the best written explanations on KF scored much higher on the post-activity interviews even when they had scored much lower than less active students in the pre-activity interviews. L'AMÉLIORATION DE LA COMPRÉHENSION CHEZ LES ÉLÈVES ET DE LEUR CAPACITÉ

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“…Such environments have an explicit assumption about the fundamentally social nature of learning, and the key role of discourse in mediating learning. Indeed, collaboration itself is considered a key 21st century skill (Roschelle, Bakia, Toyama, & Patton, 2011). But not all discourse is productive, not all collaborations work well, and technology does not necessarily simplify or support the task of promoting learning conversations (Barron, 2003;Krajcik et al, 1998;O'Donnell & O'Kelly, 1994;Rummel & Spada, 2005).…”

Section: Supporting Collaborative Discourse: New Contributions From Rmentioning

confidence: 99%