Pre-service Teachers’ Knowledge Construction from Supported Online Inquiry: Evidence from Tagclouds

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Computer and Internet Application in Education Virtual Poster Session

Abstract

Online inquiry is a most used application of the Internet in education (Coiro, 2011). However, unsupported internet search usually led to scattered, trivial and unproductive learning because students usually lack the necessary strategic decision-making skills. This study examined the effect of perspective-taking on pre-service teachers’ knowledge construction and group cognition from online inquiry. Thirty-six participants were randomly assigned into eight groups and conducted online inquiries about a new topic for five weeks. Four randomly selected groups responded to assigned readings from stakeholders’ perspective each week whereas the rest groups researched online about the readings freely. Findings showed that the pre-service teachers in the treatment group demonstrated better understanding of the subject matter than those in the control group.

Authors

• Ying Xie, Northern Illinois University

• Shu-yuan Lin, Idaho State University