Looi, Chee-Kit

Innovations in teaching and learning are not merely about merely the design of technologies but the integration of technologies and pedagogical practices in supporting meaningful learning. This paper presents the design, implementation and evaluation of a web-based system to support secondary school students’ collaborative argumentation (CA) in science learning in Singapore. A pedagogical model named the Spiral Model of Collaborative Knowledge Improvement (SMCKI) is proposed in this study to inform the system and learning activity design. Starting with a stage of individual brainstorming, the pedagogical model scaffolds students to go through five stages of intra-group and inter-group knowledge improvement and refinement, to support the advancement of their collective and individual knowledge. The results showed that the students significantly improved on their scientific content knowledge through the staged collaboration argumentation activities in the web based learning environment.

This paper presents how a collaboration script informed by the Funnel Model was appropriated by a class of students in a secondary science class lesson. Based on the script, a class of 33 tenth grade students enacted four stages of a technology-supported collaborative learning activity: individual construction, intra-group construction, inter-group rating, and intra-group refining. Quantitative and qualitative analyses of students' behaviors and perceptions were conducted to identify and explain how students appropriated the collaboration script.

Students’ perceptions of collaboration and satisfaction are key factors that affects students’ dropout behavior. In this study, an online collaborative learning approach which integrated intra-group and inter-group discussions was proposed. Through questionnaire survey and interview, this study explores Chinese undergraduate students’ perceptions of collaboration and satisfaction in an online collaborative learning activity. The results showed that students took a positive attitude to the process of collaboration and were satisfied with the online learning activities. Finally, some suggestions about design and implement online collaborative learning activity were proposed.

介绍了一种基于三益模型的协作脚本是如何被 然科学课上的一组学生所采用的。协作脚本被置于AppleTree 系统中,学生们经历了 4 个阶段的协作学 活动: 个体构建、组内构建、组间评分和组内提炼。共有 33 名新加坡中四年级学生参与了这项研究。对学生的行为和认知进行定量和定性分析,解释了学生对协作脚本的脚本的使用情况以及影呴协作脚本使用的因素。学生的概念知识水平、课堂文化和时间是影呴学生使用协作脚本的重要因素。

This study investigates the role of a collaboration script, the Funnel Model, in supporting students’ computer-supported collaborative scientific argumentation, and how the students appropriated the collaboration script in scientific argumentation. In this exploratory case study, a class of 33 Secondary grade four students went through four phases of computer-supported collaborative argumentation activity scripted by the Funnel Model: individual ideation, intra-group synergy, inter-group critique and intra-group refinement. Multiple sources of data were collected including student-generated artefacts online at different phases of collaboration, and the post-intervention interviews with the students. The results show that the Funnel Model facilitated students’ computer-supported collaborative argumentation. The students’ levels of content mastery, motivation, classroom culture and time allocated for classroom participation affect students’ appropriation of the script for effective collaborative argumentation.