Analyzing CSCL-mediated Science Argumentation: How Different Methods Matter

• Jennifer Yeo , National Institute of Education
• Yew-Jin Lee , National Institute of Education
• Aik-Ling Tan , National Institute of Education
• Seng-Chee Tan , National Institute of Education
• Shawn Lum , National Institute of Education

Research on argumentation has increased our understanding of knowledge construction, group learning, and scaffolding structures in CSCL although analyses of argumentation pose many difficulties. This could be due to the many theoretical positions that can be taken when approaching discourse data. In this paper, we use three popular analytic methods (interactional, content-specific, and linguistic) to compare the same fragment of scientific argumentation by Grade 4 children in Singapore. We show the complementary emphases and strengths of each disciplinary position as well as their weaknesses. The results imply that analytic methods arising from different disciplinary positions can potentially broaden our overall understanding of using argumentation in CSCL.
Full text in PDF

Generative Conversations in Game-based Learning

• Lai Har Judy Lee , National Institute of Education
• Yam San Chee , National Institute of Education

This study examines a secondary level game-based learning curriculum centered on a multi-player 3D game, in which students collaboratively make sense of phenomena related to the behavior of charged particles in electric and magnetic fields. We study the interaction among the students while they enlist resources in the form of the game and curriculum materials that serve as scaffolds for sense-making. Through the consideration of coordination of the perception-conception of resources with actions related to scientific inquiry processes, potential sites for generative conversations were identified. We suggest future directions for the design and study of game-based learning curriculum to foster generative conversations that better shape students’ sense-making trajectories.
Full text in PDF

Procedural and Conceptual Knowledge Acquisition in Mathematics: Where is Collaboration Helpful?

• Dejana Diziol , University of Freiburg
• Nikol Rummel , University of Freiburg
• Hans Spada , University of Freiburg

While research has generally shown that collaboration may facilitate student learning in mathematics, such positive effects are not always found. We argue that the effectiveness of collaboration may depend on the type of knowledge the instruction targets: The interaction with a partner can slow down students and may thus decrease the amount of practice necessary for procedural skill fluency. On the other hand, collaboration could be particularly useful for conceptual knowledge acquisition, as here, the elaborative meaning-making activities ascribed to collaboration may facilitate learning. To evaluate the differential effects of collaborative learning, we compared four conditions: individual versus collaborative learning with procedural instruction, and individual versus collaborative learning with conceptual instruction. The study results support our hypotheses: Students who learned individually showed higher test scores in a procedural far transfer test. However, a combination test requiring both knowledge types revealed a positive impact of collaboration on students’ conceptual knowledge acquisition.
Full text in PDF