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)|
|Number of pages||8|
|Journal||Proceedings of International Conference of the Learning Sciences, ICLS|
|State||Published - 2014|
ASJC Scopus subject areas
- Computer Science (miscellaneous)