Making sense of epistemic categories. Analysing students' use of categories of progressive inquiry in computer mediated collaborative activities.
The topic of this article concerns how students make sense of categories of progressive inquiry made available to them through a discussion and inquiry type of software called Future Learning Environments 2 (FLE2). The idea behind tools of this kind is to induce approaches to school-work that build...
| Publicado en: | Journal of Computer Assisted Learning Vol. 23; no. 5; pp. 425 - 440 |
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| Autores principales: | , |
| Formato: | pictorial research Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105269665&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105269665 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2007 vid: 23 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105269665 105269665 2010457812 10.1111/j.1365-2729.2007.00225.x 105269665 ppf: 425 ppct: 15 formats: tig: atl: Making sense of epistemic categories. Analysing students' use of categories of progressive inquiry in computer mediated collaborative activities. aug: au: Arnseth HC Säljö R affil: Network for IT-Research and Competence in Education, University of Oslo, PO Box 1161, Blindern, 0317 Oslo, Norway; h.c.arnseth@itu.uio.no sug: subj: Collaboration Computer-Assisted Instruction Learning Methods Biotechnology Education Faculty-Student Relations Human Norway Student Knowledge Teachers Videorecording ab: The topic of this article concerns how students make sense of categories of progressive inquiry made available to them through a discussion and inquiry type of software called Future Learning Environments 2 (FLE2). The idea behind tools of this kind is to induce approaches to school-work that build on the metaphor of learning as research. By pursuing a socio-cultural perspective on the topic of categories and categorization, we analyse in detail how students make sense of these categories, including how their sense-making relates to other concerns they have to manage when engaged in the institutional practices of studying. We demonstrate that students encounter significant challenges when engaged in the categorization work required by FLE2 and its underlying pedagogical model of progressive inquiry. Therefore, we conclude that to develop educational practices similar to the scientific practices on which such tools rely is more complex than merely following a step-by-step model of inquiry. To be able to evaluate truth claims and factuality involves the mastery of a whole range of historically developed skills and knowledge, and it is therefore not surprising that the students find it difficult to make adequate interpretations of what the categories entail, and how they should be used. pubtype: Academic Journal doctype: pictorial research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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