Abstract
Given the vast amount of information readily available through the Internet in different forms of representation, learners need to organize their knowledge strategically in order to make a sound argument, especially on a complex topic such as socioscientific issues. In this study, we designed a science unit on nuclear energy using a newly developed online knowledge and learning management system that offers three types of representations: pictorial, textual, and concept maps. We investigated how learners organized their knowledge with multiple external representations and how their knowledge organization practices interacted with their argumentation. Our results indicated that concept maps and wiki entries were more connected than the pictorial modes in the network of knowledge entries created by the learners. Moreover, we found evidence showing that students' knowledge organization enabled them to draw information while arguing and that their argumentation guided them to advance their knowledge organization practices.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 254-261 |
| Number of pages | 8 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 1 |
| Issue number | January |
| State | Published - 2014 |
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ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education
Cite this
Knowledge organization with multiple external representations for socioscientific argumentation : A case on nuclear energy. / Namdar, Bahadir; Shen, Ji.
In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 1, No. January, 2014, p. 254-261.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Knowledge organization with multiple external representations for socioscientific argumentation
T2 - A case on nuclear energy
AU - Namdar, Bahadir
AU - Shen, Ji
PY - 2014
Y1 - 2014
N2 - Given the vast amount of information readily available through the Internet in different forms of representation, learners need to organize their knowledge strategically in order to make a sound argument, especially on a complex topic such as socioscientific issues. In this study, we designed a science unit on nuclear energy using a newly developed online knowledge and learning management system that offers three types of representations: pictorial, textual, and concept maps. We investigated how learners organized their knowledge with multiple external representations and how their knowledge organization practices interacted with their argumentation. Our results indicated that concept maps and wiki entries were more connected than the pictorial modes in the network of knowledge entries created by the learners. Moreover, we found evidence showing that students' knowledge organization enabled them to draw information while arguing and that their argumentation guided them to advance their knowledge organization practices.
AB - Given the vast amount of information readily available through the Internet in different forms of representation, learners need to organize their knowledge strategically in order to make a sound argument, especially on a complex topic such as socioscientific issues. In this study, we designed a science unit on nuclear energy using a newly developed online knowledge and learning management system that offers three types of representations: pictorial, textual, and concept maps. We investigated how learners organized their knowledge with multiple external representations and how their knowledge organization practices interacted with their argumentation. Our results indicated that concept maps and wiki entries were more connected than the pictorial modes in the network of knowledge entries created by the learners. Moreover, we found evidence showing that students' knowledge organization enabled them to draw information while arguing and that their argumentation guided them to advance their knowledge organization practices.
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M3 - Article
AN - SCOPUS:84937859166
VL - 1
SP - 254
EP - 261
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
SN - 1814-9316
IS - January
ER -