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Looi, Chee-Kit
Preferred name
Looi, Chee-Kit
Email
cheekit.looi@nie.edu.sg
Department
Learning Sciences and Assessment (LSA)
ORCID
135 results
Now showing 1 - 10 of 135
- PublicationOpen AccessTools and approaches for integrating computational thinking and mathematics: A scoping review of current empirical studiesThe importance of computational thinking (CT) as a 21st-century skill for future generations has been a key consideration in the reforms of many national and regional educational systems. Much attention has been paid to integrating CT into the traditional subject classrooms. This paper describes a scoping review of learning tools for integrating CT and mathematics in current empirical studies published from 2015 to 2021. The review showed that most of the studies implemented CT-intensive Math-connected integration. Five major types of CT tools had been identified, i.e., digital tangibles, apps and games, programming languages, formative or summative assessments, and other technological tools. In many instances, the tools also provide functions of assessment of CT skills. The most assessed CT competencies were including algorithms and algorithmic thinking, abstraction, testing and debugging, loops, and sequences. Geometry and Measurement was the most assessed mathematics topic. Our scoping review is beneficial in the investigation of the literature on CT and mathematics education, as well as guides those who are interested in developing curriculum, programs, or assessments that involve the integration of CT and mathematics.
WOS© Citations 5Scopus© Citations 13 248 637 - PublicationOpen AccessExploring interactional moves in a CSCL environment for Chinese language learning(2009-06)
; ; This work analyzes the interactions of small groups of students doing collaborative learning activities in the primary classroom for learning Chinese as a second language. We take the perspective of identifying the characteristics of interactional moves as students interact and negotiate meaning in the computer-mediated collaborative learning (CSCL) environment called GroupScribbles (GS). Much work in group cognition and in interactional analysis of small groups looks at problem-solving in subjects like mathematics and science. In language learning, the task posed for collaborative activities does not focus on problemsolving, but it may be targeted towards enriching students’ vocabulary and proficiency in language expression, developing their thoughts and writing through cogitating with new words, vocabulary and sentence construction. We hope the work can illuminate how students can co-construct knowledge mediated by GS representations for Chinese language learning. In the paper, we look at collaborative situations in which the group members are not seated together in the classroom, and so they have to collaborate through the GS medium.127 244 - PublicationOpen AccessImproving the mCSCL approach of a mobile Chinese character forming game via a design-based research cycle(2011-07)
; ;Boticki, Ivica ;Sun, JizhenWe describe one cycle of design-based research (DBR) in which we explore mCSCL through an iterative process of (re)designing and testing the learning approach with students. The mCSCL application assigns each student a component of a Chinese character and requires them to spontaneously form groups that can assemble a Chinese character. We observe the enactment of the learning design in two modes (with and without the ICT), and found the students favor the card mode over the phone mode due to their emergent trial-anderror strategy. That triggered us to examine the scaffolding strategies by exploring domain oriented theories to inform us in deciding how we should accommodate their use of the strategy. This cycle of DBR has reshaped our learning design. This paper brings to the fore the value of the interplay of theories, implementations and reflections as advocated by DBR.176 218 - PublicationOpen AccessCan one-to-one computing help children learn cooperatively?(2010-11)
;Boticki, Ivica; This paper proposes and examines a design of technological scaffolding for cooperative learning. An application for learning fractions with handheld devices was designed and tested in a primary three classroom. The outcomes were interpreted according to a two-dimensional framework consisting of the cooperative learning principles (maximum peer interaction, equal opportunity to participate, individual accountability and positive interdependence) and the observed interplay of social, technological and teacher scaffolding which emerged throughout the activity. The focus of our analysis is the technological scaffolding and the support it can give to cooperative learning activities based on the feedback received from two sources: primary school children using the software and a group of teachers trying out and reflecting on our design.387 163 - PublicationOpen AccessFrom research instruments to classroom assessments: A call for tools to assist teacher assessment of collaborative learning(2013)
;Strijbos, Jan-Willem ;Fischer, Frank ;Cress, Ulrike; ;Puntambekar, Sadhana ;Reimann, Peter ;Rosé, CarolynSlotta, JimWhen asked about their experiences with collaborative learning, students typically mention (a) unequal participation by students—up to free-riding, and (b) dissatisfaction with the assessment of collaborative learning. In fact, as inequality of participation increases – especially when there is a free-rider in a group – the call for diversified assessment intensifies. The topic of classroom assessment has remained implicit in wide areas of research on (CS)CL. More specifically, the issue as to how we can support teachers and students in both monitoring and assessment of collaborative learning processes and products has hardly been addressed systematically. This panel brings together researchers from the (CS)CL community to discuss and explore how research instruments can be transformed for classroom assessment purposes – including the role of technology – and what we as (CS)CL community could offer to teachers and students alike.160 153 - PublicationOpen AccessIntegrating CMC and verbal discussions in students’ collaborative learning in a F2F classroom(2009-06)
; ; Tan, SiniThis paper analyses the role of different communication modes in students’ collaborative learning in a Primary Grade 5 blended learning environment in Singapore. Small groups of students interacted face-to-face over a CMC technology called Group Scribbles (GS) to jointly complete a learning task. We analyzed the construction and evolution of the interactions through analyzing the artifacts that are produced by a group of students - in the verbal talk, gestures, and sketches drawn and text inscribed in GS. F2F and GS interactions intertwined to support collaborative learning. The findings from this study could inform the design of integrating and reinforcing the strengths of both communication modes when introducing CSCL in a F2F classroom.103 235 - PublicationOpen AccessBridging design and practice: Towards a model-based collaborative inquiry science learning environment(2012-07)
;Sun, Daner; Zhang, BaohuiThe WiMVT system is a web-based science learning environment for secondary school students. In this paper, we describe the theoretical underpinnings that guided the design of WiMVT framework, the components and core features as well as the work flow of WiMVT. We elucidate our development process that supports the development of the system. To examine the functional usability and evaluate its impact on students’ learning, a pilot study was conducted to show the findings with implications for how to improve the functionalities of the existing, briefly present the learning outcomes of lessons with the system, and provide feedback to the researchers, designers and teachers.334 156 - PublicationOpen AccessHow to bring computational thinking into mathematics classrooms: Designing for disciplinary-specific computational thinking(National Institute of Education (Singapore), 2022)
; ;Huang, Wendy; 245 213 - PublicationOpen AccessAn implementation of smartphone-enabled seamless learning: A snapshot perspective(2012)
; In the "WE Learn Project" at Nan Chiau Primary School, a smartphone-enabled seamless learning curriculum was employed to support the Ministry of Education's Masterplan 3 goals in primary schools. Using a snapshot perspective, this paper presents analyses and findings from the first trial curriculum unit in Primary 3 English. Briefly, the functional snapshot shows that the smartphone-enabled curriculum enhanced the academic achievement of students compared to the traditional worksheet based curriculum.381 212 - PublicationOpen AccessUnderstanding elementary students’ emergent dialogical argumentation in science(2008-06)
;Foo, Seau YoonThis paper explores the use of Engle and Conant’s (2002) theoretical framework of productive disciplinary engagement to describe a group of fifth-graders’ emergent dialogical argumentation about a rocky seashore ecosystem that was triggered by fieldwork activities. Engle and Conant’s theoretical framework was mapped onto Weinberger and Fischer’s (2006) multi-dimensional conceptual framework for CSCL-based argumentation in order to guide the selection of analytical approaches that would holistically assess students’ argumentation along four dimensions (i.e. participation, formal argumentative structure, social modes of co-construction of knowledge and epistemic reasoning). The application of these complementary analyses enabled the exploration of the effects of the different dimensions and the identification of instances of students’ more productive argumentation of Science ideas in the Knowledge Forum (KF) platform.332 301