Perspective taking and synchronous argumentation for learning the day/night cycle
Perspective taking and synchronous argumentation for learning the day/night cycle
复制标题
换位思考和同步论证以学习昼夜循环
DOI：
10.1007/s11412-010-9100-x
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发表时间：
2011
影响因子：
4.3
通讯作者：
N. Tayer
中科院分区：
文献类型：
--
作者：
B. Schwarz;Y. Schur;Haim Pensso;N. Tayer
改变学校的做法是一项非常复杂的奋进。本文是关于新的做法，我们促使促进合作和批判性推理在科学课堂上：代表不同观点的图片，小组同步论证，同步论证和适度的介绍。一个CSCL工具帮助支持同步论证通过图形表示的论证行动。我们检查了这些做法在科学课堂上的可行性。为了做到这一点，我们调查了这些做法是否导致了概念学习，并进行了互动分析，以研究学生和教师的行为。32名八年级学生参加了一系列日/夜循环活动。学习的衡量标准是知识的正确性、知识被阐述的程度、从解释中出现的心理模型、解释中的知识整合以及解释的简单性。我们表明，参与者可以学习日/夜周期的概念，因为所有的学习措施都有所改善。对一些学生来说，这甚至导致了观念的改变。然而，教师在集体讨论中提供的具体帮助并没有带来额外的学习。对教师主导的集体讨论协议的分析表明，虽然教师的帮助是必要的，一些教师有困难监测这些同步讨论。我们的结论是，设计研究周期的下一步应该致力于（a）开发新的工具，旨在帮助教师促进同步集体论证，并（B）活动，包括教师，设计师和研究人员制定新的策略，使用这些工具，以提高同步论证已经积极的学习成果。
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.