Developing Web literacy in collaborative inquiry activities
Developing Web literacy in collaborative inquiry activities
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在协作探究活动中培养网络素养
DOI：
10.1016/j.compedu.2008.11.010
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
J. Terwel
中科院分区：
文献类型：
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作者：
Els Kuiper;M. Volman;J. Terwel
虽然许多儿童在技术上熟练地使用网络，但他们以批判和有意义的方式使用网络的能力通常没有得到很好的发展。在这篇文章中，我们报告了一个多案例研究的可能性和局限性的合作调查活动作为一个适当的背景下，以获得网络素养技能在小学教育。四个5年级的学校教师和他们的学生一起合作探究活动的主题是“健康食品”。该项目旨在发展网络扫盲技能和内容知识建设。从各种来源收集的数据：录像和书面的教训观察，教师和学生的访谈，教师日记，学生问卷调查，和学生的任务。教师们似乎能够在不同程度上实施该计划。影响项目目标和结果实现的背景因素是学生制定的研究问题的充分性、学生的探究技能和教师的教学风格。学生的学习结果表明，在协作探究活动的背景下教授网络读写技能是可能的。所有班级都显示出关于健康食品主题的知识增益，除了一个班级之外，所有班级都显示出关于网络素养技能的知识增益。虽然许多学生在项目结束后表现出足够的使用特定的网络搜索，阅读和评估技能，但不一致，冲动和不耐烦也是他们网络行为的典型特征。在合作探究活动的背景下，教师面临的挑战是处理的悖论，他们希望他们的学生是积极的知识建设者的帮助下，网络，而网络似乎邀请学生或多或少是被动的搜索者。
Although many children are technically skilled in using the Web, their competences to use it in a critical and meaningful way are usually less well developed. In this article, we report on a multiple case study focusing on the possibilities and limitations of collaborative inquiry activities as an appropriate context to acquire Web literacy skills in primary education. Four 5th grade school teachers and their students worked with collaborative inquiry activities on the subject of ‘healthy food’. The project was aimed at both the development of Web literacy skills and content knowledge building. Data from a variety of sources were collected: videotaped and written lesson observations, interviews with teachers and students, teacher diaries, student questionnaires, and student assignments. The teachers appeared to be able to carry out the program to varying degrees. Contextual factors that influenced the realization of the project’s goals and results were the adequacy of the research questions formulated by students, students’ inquiry skills, and the teachers’ teaching styles. Students’ learning results show that it is possible to teach Web literacy skills in the context of collaborative inquiry activities. All classes show knowledge gain with regard to the subject healthy food and all classes but one show knowledge gain with regard to Web literacy skills. Although many students show adequate use of particular Web searching, reading and evaluating skills after the project, inconsistency, impulsiveness and impatience are also typical of their Web behaviour. In the context of collaborative inquiry activities teachers are challenged to deal with the paradox that they want their students to be active knowledge builders with help of the Web, whereas the Web seems to invite students to be more or less passive searchers.