Using representational tools to support historical reasoning in computer-supported collaborative learning
Using representational tools to support historical reasoning in computer-supported collaborative learning
复制标题
使用表征工具支持计算机支持的协作学习中的历史推理
DOI：
--
复制
发表时间：
2005
期刊：
影响因子：
--
通讯作者：
G. Kanselaar
中科院分区：
文献类型：
--
作者：
J. Drie;C. Boxtel;G. Erkens;G. Kanselaar
摘要在这篇文章中，作者着重于计算机支持的协作学习(CSCL)环境的特征如何能够诱导和支持特定领域的推理，更具体地说，是历史推理。CSCL环境使学生能够在历史探究任务和撰写议论文方面进行协作。为了支持历史推理，作者比较了两种表征工具：图形表征(议论图)和线性表征(论据列表)。由于假设辩证性图表可以支持认知和互动过程，预计使用这一工具将在聊天和文章中产生更多定性的历史推理。然而，这项研究的结果并没有显示出两种条件下的历史推理量有显著差异。一个可能的解释可以从学生在执行任务时使用表征工具的方式中找到。该工具不仅是一种认知工具，可以引发精心设计的活动，也是学生交流的工具。
Abstract In this article the authors focus on how features of a computersupported collaborative learning (CSCL) environment can elicit and support domain-specific reasoning and more specifically historical reasoning. The CSCL environment enables students to collaborate on a historical inquiry task and in writing an argumentative essay. In order to support historical reasoning the authors compared two representational tools: a graphical representation (argumentative diagram) and a linear representation (argument list). As it is assumed that an argumentative diagram can support both cognitive and interaction processes, it was expected that using this tool would result in more qualitative historical reasoning, in the chat as well as in the essay. However, the results of this study did not show a significant difference in the amount of historical reasoning between the two conditions. A possible explanation can be found in the way the students make use of the representational tool while executing the task. The tool does not only function as a cognitive tool that can elicit elaborate activities, but also as a tool through which students communicate.