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Student use of Web 2.0 tools to supp...

Weible, Jennifer L.

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Student use of Web 2.0 tools to support argumentation in a high school science classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Student use of Web 2.0 tools to support argumentation in a high school science classroom./
作者:	Weible, Jennifer L.
面頁冊數:	245 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3690175
ISBN:	9781321578461

Student use of Web 2.0 tools to support argumentation in a high school science classroom.
Weible, Jennifer L.

Student use of Web 2.0 tools to support argumentation in a high school science classroom. - 245 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2014.

This item must not be sold to any third party vendors.

This ethnographic study is an investigation into how two classes of chemistry students (n=35) from a low-income high school with a one-to-one laptop initiative used Web 2.0 tools to support participation in the science practice of argumentation (i.e., sensemaking, articulating understandings, and persuading an audience) during a unit on alternative energy. The science curriculum utilized the Technology-Enhanced Inquiry Tools for Science Education as a pedagogical framework (Kim, Hannafin, & Bryan, 2007). Video recordings of the classroom work, small group discussions, and focus group interviews, documents, screen shots, wiki evidence, and student produced multi-media artifacts were the data analyzed for this study. Open and focused coding techniques, counts of social tags and wiki moves, and interpretive analyses were used to find patterns in the data. The study found that the tools of social bookmarking, wiki, and persuasive multimedia artifacts supported participation in argumentation. In addition, students utilized the affordances of the technologies in multiple ways to communicate, collaborate, manage the work of others, and efficiently complete their science project. This study also found that technologically enhanced science curriculum can bridge students' everyday and scientific understandings of making meaning, articulating understandings, and persuading others of their point of view. As a result, implications from this work include a set of design principles for science inquiry learning that utilize technology. This study suggests new consideration of analytical methodology that blends wiki data analytics and video data. It also suggests that utilizing technology as a bridging strategy serves two roles within classrooms: (a) deepening students' understanding of alternative energy science content and (b) supporting students as they learn to participate in the practices of argumentation.

ISBN: 9781321578461Subjects--Topical Terms:

517670
Educational technology.

Student use of Web 2.0 tools to support argumentation in a high school science classroom.
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