What Happens When You Push the Button? Analyzing the Functional Dynamics of Concept Development in Computer Supported Science Inquiry

Autor/inn/en	Arnseth, Hans Christian; Krange, Ingeborg
Titel	What Happens When You Push the Button? Analyzing the Functional Dynamics of Concept Development in Computer Supported Science Inquiry
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 11 (2016) 4, S.479-502 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-016-9244-4
Schlagwörter	Concept Formation; Computer Assisted Instruction; Science Instruction; Inquiry; Scientific Concepts; High School Students; Secondary School Teachers; Ethnography; Secondary School Science; Cooperative Learning; Energy + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Computer based training; Computerunterstützter Unterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ethnografie; Kooperatives Lernen; Energie
Abstract	In this article we analyze how the joint cognitive system of teacher and student actions mediated by cultural tools develops sense making of science concepts, and the use of concepts as tools for explaining phenomena and processes related to energy and energy transformation. We take a sociocultural approach to the analysis of how material and digital learning resources become tools for thinking and reasoning. We combined ethnographic descriptions with analysis of video records of classroom interactions in a high school and examined how a teacher and a group of students engaged in a computer-supported collaborative inquiry. Our results show that students through inquiry are enabled to make sense of concepts and their experiences with resources and also to use science concepts as explanatory tools. However, this is mediated by the teachers' practices for supporting students, such as providing relevant clues for them to continue their inquiry, eliciting their initial understanding of concepts thereby making them available for further development, pressing for explanations, and reformulating their explanations. The teacher is continuously alternating between withdrawing and making students inquire by themselves and supporting their inquiry. In and through such social interactions, materials and digital tools become tools for thinking. We argue that one of the practical implications of our study is that it is crucial that teachers explicitly draw students into their system of activity throughout the entire learning trajectory and that the teachers and students together make sense of science concepts for explaining energy transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01