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Students’ appropriation of collaboration script in a networked class: An exploratory study
Citation
Chen, W., Zhang, S., Pi, Z., Tan, J. S. H., Wen, Y., Looi, C.-K., Yeo, J., & Liu, Q. (2024). Students’ appropriation of collaboration script in a networked class: An exploratory study. Technology, Pedagogy and Education, 33(1), 23-41. https://doi.org/10.1080/1475939x.2023.2256348
Author
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Zhang, Si
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Pi, Zhongling
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Tan, Jesmine Sio Hwee
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Yeo, Jennifer Ai Choo
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Liu, Qingtang
Abstract
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.
Date Issued
2024
Publisher
Taylor & Francis
Journal
Technology, Pedagogy and Education