Changing Epistemology of Science Learning through Inquiry with Computer-Supported Collaborative Learning
Seng Chee Tan, Ai Choo Jennifer Yeo, Wei Ying Lim, National Institute of Education, Nanyang Technological University, Singapore
JCMST Volume 24, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
There are increasing efforts among science educators to move students away from learning about science towards learning to be scientist. To progress in this calling, there is a need to change the epistemology of science learning from instructivism to that of social constructivist learning. The purpose of this research is to study if the epistemology of science learning in schools can be geared towards the direction of collaborative learning through scientific inquiry skills among a group of students in Singapore using computer supported collaborative learning (CSCL). A total of 13 Secondary One students from a top-band school in Singapore participated in the Science Research Course during which Knowledge Forum was used to support online discussions for the investigative activities. The Test for Integrated Process Skills II was administered before and after the treatment to compare the students' scientific inquiry abilities. Other qualitative measures such as surveys and post-course activities were used to derive possible reasons leading to the observed outcomes.
Tan, S.C., Yeo, A.C.J. & Lim, W.Y. (2005). Changing Epistemology of Science Learning through Inquiry with Computer-Supported Collaborative Learning. Journal of Computers in Mathematics and Science Teaching, 24(4), 367-386. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)
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Blended Learning in Undergraduate Education: The Relationship Between Students’ Perceived Course Interaction and Their Satisfaction
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