Abstract
Collaboration is one of the core practices in science education (NRC, 1996; NRC, 2012) that has been built into many technology-enhanced learning environments to promote deep understanding (Manlove, Lazonder, & De Jong, 2009). Typically, these environments provide multiple external representations (MERs) for students to understand and communicate scientific knowledge. However, little is known about how students organize knowledge in MERs when they engage in collaborative argumentation. In this study, we designed an argumentation based science unit in a computer supported collaborative learning environment. We investigated how this learning environment affected students' knowledge organization and argumentation on the socio-scientific issue of nuclear energy. We found that the students used all the available representational modes in the environment to make sound arguments and it appeared that the textual representation knowledge entries were the most linked nodes in the knowledge web the students produced as a group.
| Original language | English (US) |
|---|---|
| Title of host publication | Computer-Supported Collaborative Learning Conference, CSCL |
| Pages | 344-351 |
| Number of pages | 8 |
| Volume | 1 |
| State | Published - 2013 |
| Event | 10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013 - Madison, WI, United States Duration: Jun 15 2013 → Jun 19 2013 |
Other
| Other | 10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013 |
|---|---|
| Country | United States |
| City | Madison, WI |
| Period | 6/15/13 → 6/19/13 |
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ASJC Scopus subject areas
- Human-Computer Interaction
- Education
Cite this
Knowledge organization with multiple external representations in an argumentation based computer supported collaborative learning environment. / Namdar, Bahadir; Shen, Ji.
Computer-Supported Collaborative Learning Conference, CSCL. Vol. 1 2013. p. 344-351.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - Knowledge organization with multiple external representations in an argumentation based computer supported collaborative learning environment
AU - Namdar, Bahadir
AU - Shen, Ji
PY - 2013
Y1 - 2013
N2 - Collaboration is one of the core practices in science education (NRC, 1996; NRC, 2012) that has been built into many technology-enhanced learning environments to promote deep understanding (Manlove, Lazonder, & De Jong, 2009). Typically, these environments provide multiple external representations (MERs) for students to understand and communicate scientific knowledge. However, little is known about how students organize knowledge in MERs when they engage in collaborative argumentation. In this study, we designed an argumentation based science unit in a computer supported collaborative learning environment. We investigated how this learning environment affected students' knowledge organization and argumentation on the socio-scientific issue of nuclear energy. We found that the students used all the available representational modes in the environment to make sound arguments and it appeared that the textual representation knowledge entries were the most linked nodes in the knowledge web the students produced as a group.
AB - Collaboration is one of the core practices in science education (NRC, 1996; NRC, 2012) that has been built into many technology-enhanced learning environments to promote deep understanding (Manlove, Lazonder, & De Jong, 2009). Typically, these environments provide multiple external representations (MERs) for students to understand and communicate scientific knowledge. However, little is known about how students organize knowledge in MERs when they engage in collaborative argumentation. In this study, we designed an argumentation based science unit in a computer supported collaborative learning environment. We investigated how this learning environment affected students' knowledge organization and argumentation on the socio-scientific issue of nuclear energy. We found that the students used all the available representational modes in the environment to make sound arguments and it appeared that the textual representation knowledge entries were the most linked nodes in the knowledge web the students produced as a group.
UR - http://www.scopus.com/inward/record.url?scp=84886579285&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84886579285&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84886579285
VL - 1
SP - 344
EP - 351
BT - Computer-Supported Collaborative Learning Conference, CSCL
ER -