Sixth Graders’ Co-construction of Explanations of a Disturbance in an Ecosystem: Exploring relationships between grouping, reflective scaffolding, and evidence-based explanations

Kyza, Eleni Α.; Constantinou, Constantinos P.; Spanoudis, George

doi:10.1080/09500693.2010.550951

Cited by 38 publications

(15 citation statements)

References 66 publications

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“…During social interaction between individuals with variable learning styles, students engaging in deep learning approaches can provide cognitive stimulation to the other students in terms of cognitive tension between group members (Kyza et al 2011). If cognitive tension develops into cognitive conflict, the group members eventually generate incompatible ideas.…”

Section: An Approach To Learning Science Through Collaborative Modelingmentioning

confidence: 99%

“…During group modeling, various group contexts can be created, depending on the members of the group, since each grouping of students will include individuals with different cognitive abilities, learning approaches, academic achievements, epistemology, and affective attitudes toward science (Kyza et al 2011). Among those factors, learning approaches will be revealed through students' statements and these can be a critical element in determining the success of group learning in the science classroom (Chin and Brown 2000).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

2014

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This study aimed to explore the effect on group dynamics of statements associated with deep learning approaches (DLA) and their contribution to cognitive collaboration and model development during group modeling of blood circulation. A group was selected for an in-depth analysis of collaborative group modeling. This group constructed a model in a similar fashion to a target model and demonstrated within-group dialogic interaction patterns. It was found that statements associated with DLA contributed to the collaborative group dynamics by providing cognitive scaffolding and enabling critical monitoring, which together facilitated model development and students' participation and understanding. In the model generation phase, the skills demonstrated indicated the use of statements associated with DLA as one student focused on the principles of blood circulation, thereby providing scaffolding for the other students. These students then generated another sub-model. In the model elaboration phase, statements associated with DLA elements such as request information of mechanism (AQ-a) and resolve discrepancies in knowledge (AQ-b) provided students with metacognitive scaffolding and enabled them to show their deep cognitive participation. Moreover, statements associated with DLA elements such as asking questions or metacognitive activity enabled the students to monitor others' models or ideas critically, showing that active cognitive interaction was taking place within the group. These findings reveal that individual learning approaches will bring a synergistic effect to a group modeling process and can lead to practical educational insights for educators seeking to use lessons based on group modeling.

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Section: An Approach To Learning Science Through Collaborative Modelingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

2014

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“…The design strategies incorporated into SSI : Score Sheets , similar to other collaborative mobile AR games, served to scaffold student thinking. Kyza, Constantinou, and Spanoudis () found that appropriate scaffolding can support students, particularly low‐achievement tracked students, when engaging in scientific practices. Qian and Clark () argued that role play experiences provide a successful game design model.…”

Section: Discussionmentioning

confidence: 99%

Engaging middle school students in scientific practice with a collaborative mobile game

Bressler

Bodzin

Tutwiler

2018

Computer Assisted Learning

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Previous research using collaborative mobile augmented reality games in science education revealed that such games can be used to promote learner engagement and have found that engagement in such mobile games is related to flow. This study investigated whether player's flow experience differed by achievement track, gender, or gender composition of working groups. In an urban school district, 202 students from two eighth‐grade science classes participated in a collaborative mobile science game. Data included a self‐report survey collected after the game that measured player's flow experience. Using a regression model, the relationship of flow experience with achievement track and gender was explored while controlling for group composition and teacher effects. The study found that gender was related to flow experience; specifically, girls reported higher flow experience scores (d = 0.30). Flow experience did not have a statistically significant relationship with achievement track showing that the activity engaged all observed students similarly.

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“…Inquiry calls for non-linear, manipulable, and runnable content, and collaboration (in particular when asynchronous or online) is enabled by different communication media and the opportunity to share content. Some examples of such environments are Belvedere (Suthers et al 1995), BioWorld (Lajoie et al 2001), SimQuest environments (van Joolingen & de Jong 2003), Co-Lab (van Joolingen et al 2005), WISE (Slotta 2004), Inquiry Island (White et al 2002), Young Scientist (Mäeots et al 2008), Genscope (Horwitz et al 2010), and Stochasmos (Kyza et al 2011). Evidence is accumulating that these approaches provide students with genuinely effective learning opportunities.…”

Section: Introductionmentioning

confidence: 99%

Using scenarios to design complex technology-enhanced learning environments

Jong

Weinberger

Girault

et al. 2012

Education Tech Research Dev

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Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socioscientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire learning process around creating, sharing, discussing, and re-using these learning objects. This instructional approach requires dedicated instructional designs, which are supplied in the form

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Sixth Graders’ Co-construction of Explanations of a Disturbance in an Ecosystem: Exploring relationships between grouping, reflective scaffolding, and evidence-based explanations

Cited by 38 publications

References 66 publications

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

Engaging middle school students in scientific practice with a collaborative mobile game

Using scenarios to design complex technology-enhanced learning environments

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