Investigating and Promoting Trainee Science Teachers' Conceptual Change of the Nature of Science with Digital Dialogue Games "Interloc"

Autor/inn/en	Mansour, Nasser; Wegerif, Rupert; Skinner, Nigel; Postlethwaite, Keith; Hetherington, Lindsay
Titel	Investigating and Promoting Trainee Science Teachers' Conceptual Change of the Nature of Science with Digital Dialogue Games "Interloc"
Quelle	In: Research in Science Education, 46 (2016) 5, S.667-684 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-015-9475-9
Schlagwörter	Foreign Countries; Science Teachers; Cooperative Learning; Preservice Teachers; Trainees; Computer Mediated Communication; Scientific Principles; Computer Assisted Instruction; Persuasive Discourse; Science Instruction; Scientific Attitudes; Attitude Change; Recall (Psychology); Interviews; Misconceptions; Instructional Effectiveness; Cultural Influences; Cognitive Processes; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Kooperatives Lernen; Auszubildender; Weibliche Auszubildende; Computerkonferenz; Computer based training; Computerunterstützter Unterricht; Persuasion; Persuasive Kommunikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Attitudinal change; Einstellungsänderung; Abberufung; Interviewing; Interviewtechnik; Missverständnis; Unterrichtserfolg; Cultural influence; Kultureinfluss; Cognitive process; Kognitiver Prozess; Großbritannien
Abstract	The purpose of this study is to explore how an online-structured dialogue environment supported (OSDE) collaborative learning about the nature of science among a group of trainee science teachers in the UK. The software used (InterLoc) is a linear text-based tool, designed to support structured argumentation with openers and "dialogue moves". A design-based research approach was used to investigate multiple sessions using InterLoc with 65 trainee science teachers. Five participants who showed differential conceptual change in terms of their Nature of Science (NOS) views were purposively selected and closely followed throughout the study by using key event recall interviews. Initially, the majority of participants held naïve views of NOS. Substantial and favourable changes in these views were evident as a result of the OSDE. An examination of the development of the five participants' NOS views indicated that the effectiveness of the InterLoc discussions was mediated by cultural, cognitive, and experiential factors. The findings suggest that InterLoc can be effective in promoting reflection and conceptual change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01