A Knowledge Building Approach to Primary Science Collaborative Inquiry Supported by Learning Analytics

Autor/inn/en	Ong, Aloysius; Lee Teo, Chew; Tan, Samuel; Song Kim, Mi
Titel	A Knowledge Building Approach to Primary Science Collaborative Inquiry Supported by Learning Analytics
Quelle	In: Education 3-13, 49 (2021) 3, S.371-386 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1854964
Schlagwörter	Elementary School Students; Grade 5; Females; Science Teachers; Science Instruction; Instructional Effectiveness; Computer Mediated Communication; Cooperative Learning; Active Learning; Inquiry; Learning Analytics; Scientific Concepts; Concept Formation; Questioning Techniques; Brainstorming; Group Discussion; Problem Based Learning; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Weibliches Geschlecht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Computerkonferenz; Kooperatives Lernen; Aktives Lernen; Concept learning; Begriffsbildung; Befragungstechnik; Fragetechnik; Gruppendiskussion; Problem-based learning; Problemorientiertes Lernen; Ausland; Singapur
Abstract	This case study explores how a science teacher adopted knowledge building and learning analytics to support a class of primary five students to collaboratively inquire and learn about electricity. Specifically, we aim to understand how the teacher implemented a lesson design guided by knowledge building principles of idea improvement and community knowledge and how he used visualisations from an analytics tool to facilitate students in collaborative inquiry in science. We collected student notes from their online discourse in Knowledge Forum, video-recorded a total of 11 lesson videos and conducted interviews with the teacher and students. We found that students' online discussion reflected "explanation-seeking" questions to sustain the inquiry on the topic and explanations to deepen and improve their ideas on concepts of electricity. We also found that the visualisations from our analytics tool supported: (1) teacher-facilitated whole-class discussions on curriculum keywords and student ideas to develop conceptual understanding and idea-building; and (2) students in exploring science ideas they were interested in. The findings from our study contribute to the understanding of teachers' enactment of inquiry-supported pedagogies in primary science classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01