Student sensemaking with science diagrams in a computer-based setting

Furberg, Anniken; Kluge, Anders; Ludvigsen, Sten

doi:10.1007/s11412-013-9165-4

Cited by 52 publications

(61 citation statements)

References 45 publications

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“…Regarding the current study, a digital representation (e.g., an interactive gel electrophoresis simulation) might have provided additional support to allow students to bridge the aforementioned conceptual gap. Such interactive digital representations may create spaces for conceptually oriented peer dialogues and for shared reflective reasoning by students (Furberg et al 2013;Kozma 2003). Furthermore, additional digital support could have been provided by attention cuing, or devices that direct the students' attention towards specific features of visualizing representations (Kluge 2014;de Koning et al 2009).…”

Section: Implications For the Design Of Digital Supportmentioning

confidence: 99%

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

Furberg

2016

Intern. J. Comput.-Support. Collab. Learn

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This paper reports on a study of teacher support in a setting where students engaged with computer-supported collaborative learning (CSCL) in science. The empirical basis is an intervention study where secondary school students and their teacher performed a lab experiment in genetics supported by a digital learning environment. The analytical focus is on student-teacher interactions taking place in help-seeking settings during group-based activities where students analysed and reported their findings from the lab experiment. A combination of quantitative methods in the form of frequency counts of students' help requests and detailed micro-analyses of student-teacher interactions are used. The findings are that the majority of challenges faced by students concerned conceptually oriented issues and procedural challenges in the sense of how to practically solve the assignments provided to them in the digital learning environment. Most importantly, the analyses of student-teacher interactions provide insight into the considerable amount of support that is needed from the teacher to bridge the conceptual gap between the lab experiment and the students' understanding of the underlying scientific principles and procedures. The findings are discussed according to possible implications for the design of digital support tools and instruction.

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Section: Implications For the Design Of Digital Supportmentioning

confidence: 99%

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

Furberg

2016

Intern. J. Comput.-Support. Collab. Learn

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“…Ulrike leads the Knowledge Construction Lab at KMRC; she authored the popular article on multilevel quantitative analysis (Cress 2008) and the coevolution model of individual and collaborative knowledge construction (Cress and Kimmerle 2008). Sten has long been a leader in the European CSCL community and a representative of the sociocultural tradition in Scandinavia (Furberg et al 2013). Nancy continues to focus on international educational policy matters and to promote CSCL in Asia.…”

Section: Changes In the Ijcscl Board Of Editorsmentioning

confidence: 99%

Analyzing the multidimensional construction of knowledge in diverse contexts

Stahl

Cress²,

Law

et al. 2014

Intern. J. Comput.-Support. Collab. Learn.

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“…The phrase "interactional resource" is proposed as an inclusive expression for all the kinds of things that can be brought into discourse. Vygotsky (1930Vygotsky ( /1978 used the term "artifact" to refer to both tools and language as mediators of human cognition; we prefer to use the broader term "resource" as it has more recently been used in sociocultural analysis (Ackerman et al, 2008;Arvaja, 2012;Cekaite, 2009;Furberg, Kluge & Ludvigsen, 2013;Karlsson, 2010;Linell, 2001;Medina, Suthers & Vatrapu, 2009;Suchman, 1987) for entities referenced in discourse. Like artifacts, resources are often identifiable units of the physical world (including speech and gesture) that are involved in meaning-making practices-spanning the classical mind/body divide of the physical vs. the mental.…”

Section: Interconnected Planesmentioning

confidence: 99%

Translating Euclid: Designing a Human-Centered Mathematics

Stahl

2013

Synthesis Lectures on Human-Centered Informatics

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Translating Euclid reports on an effort to transform geometry for students from a stylus-andclay-tablet corpus of historical theorems to a stimulating computer-supported collaborativelearning inquiry experience.The origin of geometry was a turning point in the pre-history of informatics, literacy, and rational thought. Yet, this triumph of human intellect became ossified through historic layers of systematization, beginning with Euclid's organization of the Elements of geometry. Often taught by memorization of procedures, theorems, proofs, geometry in schooling rarely conveys its underlying intellectual excitement. The recent development of dynamic-geometry software offers an opportunity to translate the study of geometry into a contemporary vernacular. However, this involves transformations along multiple dimensions of the conceptual and practical context of learning.Translating Euclid steps through the multiple challenges involved in redesigning geometry education to take advantage of computer support. Networked computers portend an interactive approach to exploring dynamic geometry as well as broadened prospects for collaboration. The proposed conception of geometry emphasizes the central role of the construction of dependencies as a design activity, integrating human creation and mathematical discovery to form a humancentered approach to mathematics.This book chronicles an iterative effort to adapt technology, theory, pedagogy, and practice to support this vision of collaborative dynamic geometry and to evolve the approach through ongoing cycles of trial with students and refinement of resources. It thereby provides a case study of a design-based research effort in computer-supported collaborative learning from a humancentered informatics perspective.

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Student sensemaking with science diagrams in a computer-based setting

Cited by 52 publications

References 45 publications

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

Analyzing the multidimensional construction of knowledge in diverse contexts

Translating Euclid: Designing a Human-Centered Mathematics

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