Orchestrating Collaborative Meaning-Making in Complex Science Classrooms: A Study of Macro-Script Design

• In Event: Poster Session 7
  In Poster Session: Designing Effective Learning Environments I

Abstract

This study examines a middle-school inquiry biology curriculum focused on energy sustainability and developing deep understanding of science through participation in collaborative tasks involving science practice and content. We examined collaboration in a prototype implementation of the curriculum with the goal of identifying ways to improve macro-script design. The new macro-script design was inspired by the 3R cycle (Fong et al., 2015) and utilizes technology to reduce “orchestration overload” (Dillenbourg, 2013). We believe the new task design will ameliorate off-task behavior, strengthen students’ internal collaborative scripts, and reduce the tendency of 1-to-1 technology to undermine collaboration. We focus on design ideas that can be feasibly implemented, tested and refined in inquiry science classrooms within economically disadvantaged rural southern schools.

Authors

• Kelly Johnson Barber-Lester, University of North Carolina - Chapel Hill

• Sharon Derry, University of North Carolina - Chapel Hill

• Lana Minshew, University of North Carolina - Chapel Hill

• Janice L. Anderson, University of North Carolina - Chapel Hill