A knowledge building approach to primary science collaborative inquiry supported by learning analytics
A knowledge building approach to primary science collaborative inquiry supported by learning analytics
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由学习分析支持的初级科学协作探究的知识构建方法
DOI：
10.1080/03004279.2020.1854964
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发表时间：
2020
期刊：
影响因子：
1
通讯作者：
Mi Song Kim
中科院分区：
文献类型：
--
作者：
A. Ong;Chew Lee Teo;Samuel Tan;Mi Song Kim
本案例研究探讨了一位科学教师如何运用知识构建和学习分析来支持一个班的小学五年级学生协作询问和学习有关电的知识。具体而言，我们的目标是了解教师如何实施以思想改进和社区知识的知识构建原则为指导的课程设计，以及他如何使用分析工具的可视化来促进学生在科学领域的合作探究。我们收集了学生在知识论坛上的在线话语笔记，录制了11段课程视频，并对老师和学生进行了采访。我们发现，学生的在线讨论反映了寻求解释的问题，以维持对主题的探究和解释，以加深和提高他们对电力概念的认识。我们还发现，我们的分析工具的可视化支持(i)教师推动的关于课程关键词和学生想法的全班讨论，以发展概念理解和想法构建，以及（ii）学生探索他们感兴趣的科学思想。本研究结果有助于理解教师在小学科学课堂中实施探究性支持教学法。
ABSTRACT This case study explores how a science teacher adopted knowledge building and learning analytics to support a class of primary five students to collaboratively inquire and learn about electricity. Specifically, we aim to understand how the teacher implemented a lesson design guided by knowledge building principles of idea improvement and community knowledge and how he used visualisations from an analytics tool to facilitate students in collaborative inquiry in science. We collected student notes from their online discourse in Knowledge Forum, video-recorded a total of 11 lesson videos and conducted interviews with the teacher and students. We found that students’ online discussion reflected explanation-seeking questions to sustain the inquiry on the topic and explanations to deepen and improve their ideas on concepts of electricity. We also found that the visualisations from our analytics tool supported (i) teacher-facilitated whole-class discussions on curriculum keywords and student ideas to develop conceptual understanding and idea-building, and (ii) students in exploring science ideas they were interested in. The findings from our study contribute to the understanding of teachers’ enactment of inquiry-supported pedagogies in primary science classrooms.