Perspective Taking and Synchronous Argumentation for Learning the Day/Night Cycle

Autor/inn/en	Schwarz, Baruch B.; Schur, Yaron; Pensso, Haim; Tayer, Naama
Titel	Perspective Taking and Synchronous Argumentation for Learning the Day/Night Cycle
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 6 (2011) 1, S.113-138 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-010-9100-x
Schlagwörter	Persuasive Discourse; Perspective Taking; Concept Formation; Grade 8; Student Behavior; Teacher Behavior; Science Instruction; Critical Thinking; Group Activities; Scientific Concepts; Facilitators (Individuals); Teacher Role; Teacher Effectiveness; Cooperative Learning; Educational Technology; Computer Assisted Instruction; Computer Mediated Communication; Synchronous Communication; Instructional Effectiveness; Computer Graphics; Instructional Design; Interaction Process Analysis + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Zukunftsperspektive; Concept learning; Begriffsbildung; School year 08; 8. Schuljahr; Schuljahr 08; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kritisches Denken; Gruppenaktivität; Lehrerrolle; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kooperatives Lernen; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Computergrafik; Lesson concept; Lessonplan; Unterrichtsentwurf; Prozessanalyse
Abstract	Changing practices in schools is a very complex endeavor. This paper is about new practices we prompted to foster collaboration and critical reasoning in science classrooms: the presentation of pictures representing different perspectives, small group synchronous argumentation, and moderation of synchronous argumentation. A CSCL tool helped in supporting synchronous argumentation through graphical representations of argumentative moves. We checked the viability of these practices in science classrooms. To do so, we investigated whether these practices led to conceptual learning, and undertook interactional analyses to study the behaviors of students and teachers. Thirty-two Grade 8 students participated in a series of activities on the day/night cycle. Learning was measured by the "correctness" of knowledge, the extent to which it was "elaborated", the "mental models" that emerged from the explanations, the "knowledge integration" in explanations, and their "simplicity." We showed that participants could learn the day/night cycle concept, as all measures of learning improved. For some students, it even led to 'conceptual change". However, the specific help provided by teachers during collective argumentation did not yield additional learning. The analysis of protocols of teacher-led collective argumentation indicated that although the teachers' help was needed, some teachers had difficulties monitoring these synchronous discussions. We conclude that the next step of the design-research cycle should be devoted to (a) the development of new tools directed at helping teachers facilitate synchronous collective argumentation, and to (b) activities including teachers, designers, and researchers for elaborating new strategies to use these tools to improve the already positive learning outcomes from synchronous argumentation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10