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Trajectories of collaborative scientific conceptual change
Descriptive
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Text
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Title
Trajectories of collaborative scientific conceptual change
SubTitle
middle school students learning about ecosystems in a CSCL environment
Identifier
ETD_935
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051090
Language
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eng
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theses
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Topic
Education
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Topic
Science--Study and teaching
Subject
(ID = SBJ-1);
(authority = ETD-LCSH)
Topic
Computer-assisted instruction
Subject
(ID = SBJ-1);
(authority = ETD-LCSH)
Topic
Group work in education
Abstract
The dissertation aims to achieve two goals. First, it attempts to establish a new theoretical framework -- the collaborative scientific conceptual change model, which explicitly attends to social factor and epistemic practices of science, to understand conceptual change. Second, it report the findings of a classroom study to investigate how to apply this theoretical framework to examine the trajectories of collaborative scientific conceptual change in a CSCL environment and provide pedagogical implications. Two simulations were designed to help students make connections between the macroscopic substances and the aperceptual microscopic entities and underlying processes. The reported study was focused on analyzing the aggregated data from all participants and the video and audio data from twenty focal groups' collaborative activities and the process of their conceptual development in two classroom settings. Mixed quantitative and qualitative analyses were applied to analyze the video/audio data. The results found that, overall participants showed significant improvements from pretest to posttest on system understanding. Group and teacher effect as well as group variability were detected in both students' posttest performance and their collaborative activities, and variability emerged in group interaction. Multiple data analyses found that attributes of collaborative discourse and epistemic practices made a difference in student learning. Generating warranted claims in discourse as well as the predicting, coordinating theory-evidence, and modifying knowledge in epistemic practices had an impact on student's conceptual understanding. However, modifying knowledge was found negatively related to students' learning effect. The case studies show how groups differed in using the computer tools as a medium to conduct collaborative discourse and epistemic practices. Only with certain combination of discourse features and epistemic practices can the group interaction lead to successful convergent understanding. The results of the study imply that the collaborative scientific conceptual change model is an effective framework to study conceptual change and the simulation environment may mediate the development of successful collaborative interactions (including collaborative discourse and epistemic practices) that lead to collaborative scientific conceptual change.
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electronic resource
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xii, 179 p. : ill.
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Note
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Ph.D.
Note
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Includes bibliographical references (p. 120-129)
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by Lei Liu
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Liu
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Lei
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Lei Liu
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Hmelo-Silver
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Cindy
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chair
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Cindy E Hmelo-Silver
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Chinn
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Clark
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Clark Chinn
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Duschl
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Richard
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Richard Duschl
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Erkens
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Gijsbert
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Gijsbert Erkens
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Rutgers University
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Graduate School - New Brunswick
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OriginInfo
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2008
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2008-05
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xx
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NjNbRU
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Rutgers University Electronic Theses and Dissertations
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ETD
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TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
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rucore19991600001
Identifier
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doi:10.7282/T3057G5H
Genre
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ETD doctoral
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Rights
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The author owns the copyright to this work.
Copyright
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Copyright protected
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Open
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Non-exclusive ETD license
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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