Literaturnachweis - Detailanzeige
| Autor/in | Turcotte, Sandrine |
|---|---|
| Titel | Computer-Supported Collaborative Inquiry on Buoyancy: A Discourse Analysis Supporting the "Pieces" Position on Conceptual Change |
| Quelle | In: Journal of Science Education and Technology, 21 (2012) 6, S.808-825 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1059-0145 |
| DOI | 10.1007/s10956-012-9368-x |
| Schlagwörter | Computer Assisted Instruction; Inquiry; Concept Formation; Science Education; Scientific Concepts; Discourse Analysis; Elementary School Students; Grade 5; Grade 6; Asynchronous Communication; Elementary School Science; Cooperative Learning |
| Abstract | This article describes in detail a conversation analysis of conceptual change in a computer-supported collaborative learning environment. Conceptual change is an essential learning process in science education that has yet to be fully understood. While many models and theories have been developed over the last three decades, empirical data to support them are scarce. The present paper aims to provide such evidence. To this end, the article first reviews seven proposed models of conceptual change before it recalls the main ideas behind the two different positions on conceptual change, the pieces (diSessa 2008) versus coherence (Vosniadou et al. 2008) positions. Then, the article presents and discusses how a close discourse analysis of asynchronous collaborative conversations between grade 5 and 6 students on buoyancy and relative density provides further empirical evidence of the knowledge in pieces position. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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