Active Classroom Participation in a Group Scribbles Primary Science Classroom

Autor/inn/en	Chen, Wenli; Looi, Chee-Kit
Titel	Active Classroom Participation in a Group Scribbles Primary Science Classroom
Quelle	In: British Journal of Educational Technology, 42 (2011) 4, S.676-686 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2010.01082.x
Schlagwörter	Feedback (Response); Models; Computer Assisted Instruction; Logical Thinking; Foreign Countries; Teaching Methods; Student Participation; Learning Processes; Teacher Student Relationship; Science Instruction; Elementary Education; Formative Evaluation; Discussion; Discussion (Teaching Technique); Learner Engagement; Singapore + Suchen Sie Ihr Suchwort? Analogiemodell; Computer based training; Computerunterstützter Unterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementarunterricht; Diskussion; Singapur
Abstract	A key stimulus of learning efficacy for students in the classroom is active participation and engagement in the learning process. This study examines the nature of teacher-student and student-student discourse when leveraged by an interactive technology--Group Scribbles (GS) in a Primary 5 Science classroom in Singapore which supports rapid collaborative knowledge building (RCKB). We envisaged nine design principles for RCKB in the design of lessons and postulated a logic model that links and explains the effects of our design principles to the ultimate goal of learning efficacy. We presented a case study of a GS lesson which shows that GS affordances leveraged by good lesson and activity design could enable the students to have more epistemic agency. Students had opportunities to participate spontaneously in class discussions by fully expressing their ideas without inhibition. The technology effect is used to support instant formative feedback and interactions among students effectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10