Supporting Students' Development of Scientific Competencies: A "Learning Community" Approach

• In Event: Identity, Language, and Knowledge in Science Learning

Abstract

This paper reports on a three-week study, conducted with 12th grade high-school students who worked as a “scientific learning community” -- engaged in analysing primary and secondary sources for their reliability, looking for scientific evidence and participating in scientific argumentation and debates. Students’ argument-driven inquiry was supported by existing Internet technologies and a technology environment that supported students’ brainstorming and communication. This study demonstrates the potential of a “learning community” approach for helping students to develop the competencies of critical thinking, collaboration, communication, and scientific argumentation.

Authors

• Elena M. Boldyreva, University of Toronto

• Anja Amundrud, University of Oslo

• Maria Niño-Soto, University of Toronto Schools

• James D. Slotta, University of Toronto