Collaborative Activities Enabled by GroupScribbles (GS): An Exploratory Study of Learning Effectiveness

Autor/inn/en	Looi, Chee-Kit; Chen, Wenli; Ng, Foo-Keong
Titel	Collaborative Activities Enabled by GroupScribbles (GS): An Exploratory Study of Learning Effectiveness
Quelle	In: Computers & Education, 54 (2010) 1, S.14-26 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.07.003
Schlagwörter	Student Attitudes; Learning Activities; Academic Achievement; Foreign Countries; Educational Technology; Classrooms; Epistemology; Computer Assisted Instruction; Information Technology; Science Instruction; Discussion (Teaching Technique); Data Analysis; Small Group Instruction; Singapore + Suchen Sie Ihr Suchwort? Schülerverhalten; Lernaktivität; Schulleistung; Ausland; Unterrichtsmedien; Classroom; Klassenraum; Erkenntnistheorie; Computer based training; Computerunterstützter Unterricht; Informationstechnologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Auswertung; Singapur
Abstract	This paper describes the findings of an exploratory cycle of a design-based research project and examines the learning effectiveness of collaborative activities that are supported by the GroupScribbles (GS) software technology in two Singapore primary science classrooms. The students had ten weeks of GS-based lessons in science, which were co-designed by teachers and researchers to teach the curriculum by tapping on collaborative work in small groups as well as in the whole class. The results show that the GS classes performed better than non-GS classes as measured by traditional assessments. With GS, students were found to have more opportunities to participate in class discussions, and were exposed to diversified ideas. Analysis of data collected in the classroom as well as data on students' attitudes and perceptions indicate that GS facilitated students' collaborative learning, and improved students' epistemology and attitudes toward science learning. (Contains 6 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10