Options
Using whole-class discussion to promote student idea evolution in a blended primary science lesson
Citation
Nguyen, T. T. H., Wong, L.-H., Seow, P., & Teo, C. L. (2024). Using whole-class discussion to promote student idea evolution in a blended primary science lesson. In H.-C. Chu, D. Sun, Y. Lu, J. C.-Y. Sun, S. C. Kong, & G. Liu (Eds.), Conference Proceedings (English Paper) of the 28th Global Chinese Conference on Computers in Education (pp. 74-81). Global Chinese Conference on Computers in Education.
Abstract
Student-Generated Ideas (SGI) is a socio-constructivist pedagogical approach that positions the development of student-generated ideas at the core of the learning trajectory alongside desired learning outcomes. This paper investigates the use of whole-class discussion as a pedagogical strategy to foster the evolution of SGIs in a blended primary science lesson in the Singapore context. Through a case study, we examine the design and implementation of a technology-enhanced SGI lesson, focusing on how students' ideas were generated and evolved, and the discursive practices employed by both the teacher and the students. Through qualitative data analysis, our findings uncover the richness of the SGIs, the teacher’s adept orchestration of the discussion, the diverse cognitive processes exhibited by the students and the scaffolds employed by the teacher. The discussion extracts key design and enactment implications, which encompass, but are not limited to, the integral role of technology in supporting idea evolution beyond the lesson and the important role of the teacher in the effective use of whole-class discussion in SGI lessons.
Date Issued
2024
Publisher
Global Chinese Conference on Computers in Education