Developing technology-supported inquiry practices in two comprehensive school classrooms
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Authors
EdMedia + Innovate Learning, 2001 in Norfolk, VA USA ISBN 978-1-880094-42-6
Abstract
There is indication that Computer Supported Collaborative Learning (CSCL) and accompanied inquiry-based pedagogical practices can enhance student learning. The aim of this study is to experiment CSCL and inquiry-based approach in real classroom situations and to analyse students' approaches in inquiry process in terms of cognitive and motivational engagement. Two elementary school classes participated in the study. The one of them was lower elementary school class (21 students, age 10-11) who participated in CSCL inquiry in natural science and the other was upper elementary school class (18 students, age 13-14) who participated in CSCL inquiry in literature. The data consists of students' written computer notes, students' interviews, video -reported motivational orientations. The results indicate the possibilities of enhancing students learning in literature and in natural sciences by CSCL inquiries. However, the results also reveal failings in students' inquiries, e.g. dominance of superficial approach to inquiry.
Citation
Salovaara, H., Salo, P., Rahikainen, M., Lipponen, L. & Järvelä, S. (2001). Developing technology-supported inquiry practices in two comprehensive school classrooms. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1622-1627). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/p/8564.
© 2001 AACE