ERIC Number: EJ986490
Record Type: Journal
Publication Date: 2012-Dec
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-0145
EISSN: N/A
Computer-Supported Collaborative Inquiry on Buoyancy: A Discourse Analysis Supporting the "Pieces" Position on Conceptual Change
Turcotte, Sandrine
Journal of Science Education and Technology, v21 n6 p808-825 Dec 2012
This article describes in detail a conversation analysis of conceptual change in a computer-supported collaborative learning environment. Conceptual change is an essential learning process in science education that has yet to be fully understood. While many models and theories have been developed over the last three decades, empirical data to support them are scarce. The present paper aims to provide such evidence. To this end, the article first reviews seven proposed models of conceptual change before it recalls the main ideas behind the two different positions on conceptual change, the pieces (diSessa 2008) versus coherence (Vosniadou et al. 2008) positions. Then, the article presents and discusses how a close discourse analysis of asynchronous collaborative conversations between grade 5 and 6 students on buoyancy and relative density provides further empirical evidence of the knowledge in pieces position.
Descriptors: Computer Assisted Instruction, Inquiry, Concept Formation, Science Education, Scientific Concepts, Discourse Analysis, Elementary School Students, Grade 5, Grade 6, Asynchronous Communication, Elementary School Science, Cooperative Learning
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 5; Grade 6; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A