Students' construction of scientific explanations in a collaborative hyper-media learning environment
Students' construction of scientific explanations in a collaborative hyper-media learning environment
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学生在协作超媒体学习环境中构建科学解释
DOI：
10.3115/1599773.1599797
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发表时间：
1997
影响因子：
3.2
通讯作者：
J. Oshima
中科院分区：
文献类型：
--
作者：
J. Oshima
本研究旨在探讨国小学生如何利用合作式超媒体学习环境建构科学解释。目标环境是一个计算机网络数据库系统，学生在其中的文本或图形的形式外化他们的想法，然后详细阐述他们的想法，通过结构与链接或评论。在一个五年级和六年级的混合教室里，30名学生参加了这项研究，作为他们常规课程的一部分。学生们研究了“热如何影响物质。由两名独立的评分员从学生的解释是否发生了关键的概念变化的角度来评估他们在数据库中的话语内容，然后将学生分为高概念变化（HCC）学习者和朴素学习者。此外，同样的内容由另外两名独立的评分员从以下两个角度进行评估：（1）学生产生的解释类型，以及（2）他们如何在不同的问题情境中应用他们的解释。结果表明，HCC学习者产生更多的解释，更频繁地使用他们的解释在多种情况下，特别是那些他们已经研究了CSILE会议之前。进一步的案例分析表明，在生成一种新的解释后，HCC和Naive学习者之间的问题空间中的运动存在关键差异。HCC学习者在他们拥有丰富信息的背景下使用这种类型的解释，而Naive学习者则没有。因此，在知识丰富的背景下，基于推理的探索和渐进式学习被认为是更深层次的概念理解的关键。
This exploratory study examined how elementary school students make use of a collaborative hypermedia learning environment in constructing scientific explanations. The target environment was a computer-networked database system in which students externalize their thoughts in the form of texts or graphics, then elaborate their thoughts by structuring with links or by commenting. Thirty students in a 5th- and 6th- grade combined classroom participated in this study as part of their regular curriculum. The students studied "how heat affects matters." Contents of their discourse in the database were evaluated by two independent raters from the perspective of whether critical conceptual changes happened in the students' explanations, then the students were divided into High Conceptual Change (HCC) learners and Naive learners. Further, the same contents were evaluated by two other independent raters from the perspectives of (1) what types of explanations the students generated, and (2) how they applied their explanations across different problem contexts. Results showed that HCC learners generated more explanations and more frequently used their explanations across multiple contexts, particularly ones which they had studied before CSILE sessions. A further case analysis manifested critical differences in the movement in the problem space between a HCC and a Naive learner after generating a new type of explanations. The HCC learner used the type of explanations across contexts in which they had rich information, whereas the Naive learner did not. Thus, explanation-based exploration and progressive learning in knowledge-rich contexts were found to be crucial to deeper conceptual understanding.