Collaborative activities enabled by GroupScribbles (GS): An exploratory study of learning effectiveness
Collaborative activities enabled by GroupScribbles (GS): An exploratory study of learning effectiveness
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GroupScribbles (GS) 支持的协作活动：学习有效性的探索性研究
DOI：
10.1016/j.compedu.2009.07.003
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Foo
中科院分区：
文献类型：
--
作者：
C. Looi;Wenli Chen;Foo
本文介绍了一个基于设计的研究项目的探索性周期的结果，并探讨了由GroupScribbles（GS）软件技术支持的协作活动在两个新加坡小学科学教室的学习效果。学生们有十周的基于GS的科学课程，这些课程由教师和研究人员共同设计，通过小组和全班的协作来教授课程。结果表明，GS类比非GS类表现更好的传统评估。在GS中，学生有更多机会参与课堂讨论，并接触到多元化的想法。对课堂上收集的数据以及学生的态度和感知数据的分析表明，GS促进了学生的合作学习，提高了学生的认识论和对科学学习的态度。
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.