Collaborative learning processes associated with high and low conceptual progress
Collaborative learning processes associated with high and low conceptual progress
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与高低概念进展相关的协作学习过程
DOI：
10.1007/bf00120486
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发表时间：
1996
影响因子：
2.5
通讯作者：
C. Bereiter
中科院分区：
文献类型：
--
作者：
J. Oshima;M. Scardamalia;C. Bereiter
计算机支持的有意学习环境（CSILE）是一个数据库系统，学习者在其中协作构建数据库中表示的知识。本研究探讨了学生在5-6年级的教室建立他们的课堂数据库上的科学主题，“电”，高和低的概念进步的学生之间的活动的差异。学生的这种分类是基于在电力单位的工作过程中表现出的理解的进步量，并没有显着相关的标准化成绩测试的表现。活动理论作为一种分析工具，被Leontiev（1981）用来描述学生在计算机系统中的活动。两个不同层次的学生活动进行了检查：（1）认知行动，其中学生有意识地追求认知目标;（2）计算机操作，用于实现这些目标。此外，两个不同的心理平面的协作工作被认为是：独奏窗格，其中学生主要集中在自己的查询，和联合平面，其中他们专注于提高课堂知识作为一个整体。对高、低概念进展学生的活动进行比较发现：（1）高概念进展学生更关注以问题为中心的知识建构，而低概念进展学生更关注以参照为基础的知识积累;（2）高概念性-进步学生更倾向于通过参与基于问题和基于参考的知识之间的交互信息流来构建他们的知识;（3）概念进展高的学生更频繁地使用数据库中的图形媒体来表示基于问题的知识。
Computer-Supported Intentional Learning Environments (CSILE) is a database system in which learners collaboratively construct the knowledge represented in the database. This study examined how students in a grade 5–6 classroom built their classroom database on a science topic, ‘electricity,’ and differences in activities between high-and low-conceptual-progress students. This categorization of students was based on the amount of progress in understanding exhibited over the course of work on the electricity unit, and was not significantly related to standardized achievement test performance. As an analytic tool, Activity Theory, as explicated by Leontiev (1981) was used to describe students' activities mediated by the computer system. Two different levels of student activities were examined: (1) cognitive actions, in which students intentionally pursued cognitive goals; and (2) computer operations, used to attain these goals. In addition, two different psychological planes of collaborative work were considered: the solo pane, in which students mainly focus on their own inquiries, and the joint plane, in which they focus on improvement of the classroom knowledge as a whole. Comparisons of activities between high-and low-conceptual-progress students showed: (1) that high-conceptual-progress students were more concerned with constructing their knowledge centered around problems, whereas low-conceptual-progress students were more involved in accumulating referent-based knowledge; (2) that high-conceptual-progress students were significantly more likely to construct their knowledge by involving in interactive information flow between problem-based and referent-based knowledge; and (3) that high-conceptual-progress students more frequently used the graphics medium in the database to represent problem-based knowledge.