Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration around a Digital Game

Autor/inn/en	Van Eaton, Grant; Clark, Douglas B.; Smith, Blaine E.
Titel	Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration around a Digital Game
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 3 (2015) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Physics; Educational Games; Online Courses; Computer Mediated Communication; Computer Games; Logical Thinking; Scientific Concepts; Conventional Instruction; Comparative Analysis; Social Influences; Interaction; Teaching Methods; Science Instruction; Cooperative Learning; Video Technology; Nonverbal Communication; Middle School Students; Secondary School Science + Suchen Sie Ihr Suchwort? Physik; Educational game; Lernspiel; Online course; Online-Kurs; Computerkonferenz; Computer game; Computerspiel; Computerspiele; Sozialer Einfluss; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Non-verbal communication; Nonverbale Kommunikation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Students playing digital learning games in the classroom rarely play alone, even in digital games that are ostensibly "single-player" games. This study explores the patterns of physics reasoning that emerge in face-to-face and online forum collaboration while students play a physics-focused educational game in their classroom. We observed five increasing levels of explicit articulation of physics reasoning across interactions in the face-to-face and online forum interactions. Additionally, we found that students were much more likely to explicitly articulate formal physics reasoning in their online forum interactions than they were in their face-to-face interactions. We discuss multiple possible explanations for these patterns of articulation in terms of differences in timing of interactions, affordances of medium, classroom scripts, and social norms. The findings and discussion extend our understanding of the structuring and contributions of peer interactions to student learning in digital learning environments in the classroom. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail: ijermst@gmail.com; Web site: http://www.ijermst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01