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ERIC Number: ED419789
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Development of Scientific Literacy: The Evolution of Ideas in a Grade Four Knowledge-Building Classroom.
Caswell, Beverly; Lamon, Mary
This study describes cognitive and social aspects of children's development of scientific literacy in a Schools For Thought (SFT) classroom. SFT is an educational reform project that applies cognitive research about the active, reflective, and social nature of learning into classroom practice. Participants were fourth graders from a university-affiliated laboratory school. Researchers focused on the 1996-1997 school year, which was the school's first introduction to CSILE (Computer Supported Intentional Learning Environment) and SFT. They also highlighted the 1997-1998 year, with the new version of CSILE: Knowledge Forum. The school year science focus was biology, specifically the Giant Madagascan Hissing Roach. Beginning with sustained investigation of the cockroach, students progressed into studying adaptation, evolution, learning, and perception. Development of their scientific thinking became visible via the CSILE/Knowledge Forum technology. Data analysis included videotapes of students working, student interviews, students' written work in CSILE/Knowledge Forum, and students' research journals. Researchers examined the changing nature of the social construction of knowledge across the SFT years and in comparison to the unit conducted in the previous year. Students were very successful in their learning. The use of CSILE and Knowledge Forum provided support for students' thinking and learning, and motivated students to write. Students became experts in their areas of interest. The progression of students' thinking led many along paths similar to those of scientists working in the same areas of study. (Contains 11 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada