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|Other Titles:||The Impact of Computer-Supported Collaborative Learning (CSCL) on Elementary Students' Understanding of the Social Nature of Science|
|Issue Date:||2012-11-29 11:21:29 (UTC+8)|
The purpose of this study in the first year was to explore elementary school students’ views on “scientific inquiry” and “scientific collaboration.” Participants were fifth-grade students from a unban elementary school located in Taipei City. Data sources mainly came from group interview, students’ discourse as recorded in a Knowledge Forum (an online learning platform) database, and video-taping of classroom activities. Preliminary results based only on group interview indicate (1) that students tend to believe that scientific theories were discovered, rather than invented; and (2) that scientists’ collaboration is mainly based on “division of labor”, rather than based on sustained “idea improvement.” The findings suggest that students’ views of scientific knowledge and collaboration are naïve and immature, and that it would be helpful if science instruction can help student develop more sophisticated views on scientific knowledge and collaboration. Further data analysis will reveal that whether after being exposed to knowledge building pedagogy for a year, students’ views on scientific knowledge and collaboration become more informed.
|Appears in Collections:||[教育學系] 國科會研究計畫|
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