Deliberative Collaboration in Learning-by-Designing Multimodal Modeling Activities

Autor/in	Kim, Mi Song
Titel	Deliberative Collaboration in Learning-by-Designing Multimodal Modeling Activities
Quelle	In: Interactive Learning Environments, 29 (2021) 8, S.1319-1338 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Mi Song)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1627666
Schlagwörter	Cooperative Learning; Astronomy; Foreign Countries; Scientific Literacy; Informal Education; Facilitators (Individuals); Models; Instructional Design; Workshops; Learning Activities; Singapore + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Astronomie; Ausland; Informelle Bildung; Nichtformale Bildung; Analogiemodell; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernwerkstatt; Schulung; Lernaktivität; Singapur
Abstract	Collaboration is often emphasized as one of the key twenty-first century competencies to promote scientific literacies through many representational modes. However, collaborative interactions have been often characterized as a coordinated, synchronous, and symmetrical activity in terms of the same level of knowledge with little attention paid towards addressing deliberative inquiry and its eclectic nature through multimodal resources. This paper aims to revisit the notion of deliberative collaboration by revisiting Dewey's curriculum theories. As part of a series of design-based research, this qualitative case study reports collaborative learning processes among a group of five Singapore astronomy amateurs with the facilitator in a multimodal modeling workshop. Through the lens of Cultural-Historical Activity Theory, two contradictions were defined as a driving force to co-construct their conceptual understanding of distance and size of celestial objects and co-design multimodal models. This paper concludes with implications for supporting deliberative collaboration in scientific literacies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01