Co-Constructing Science Understanding: Leveraging Distributed Tools for Collaborative Learning (Poster 18)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Learning Sciences SIG Poster Session 2: Co-Design, Math, Science, and Language Learning

Abstract

Effective learning relies on productive collaborative interactions, but they may not always occur as intended. Supporting technologies providing different affordances enable productive collaborations, but interactions often diverge even when students work on the same topic. This study used discourse analysis to investigate student interactions in two groups during activities supported by distributed technology tools. Three interaction themes including (1) joint attention and awareness, (2) shared science understanding, (3) adaptations of goals between individuals and groups, emerged from inductive and deductive coding. Both groups of students showed substantial productive interactions but followed different patterns. It implies that the affordances of tools were not always being utilized as intended. But the affordances of tools were extended when appropriately utilized in the activities.

Authors

• Xuesong Cang, University of Wisconsin - Madison

• Litong Zeng, University of Illinois at Urbana-Champaign

• Dana Gnesdilow, University of Wisconsin - Madison

• Mike Tissenbaum, University of Illinois at Urbana-Champaign

• Sadhana Puntambekar, University of Wisconsin - Madison