Computer literacy and inquiry learning: when geeks learn less.
A low level of computer literacy has often been hypothesized as constituting a disadvantage in knowledge acquisition. However, within the field of computer-supported inquiry learning systematic investigations of these purported relations have not been conducted. This classroom study investigates the...
| Publicado en: | Journal of Computer Assisted Learning Vol. 23; no. 2; pp. 133 - 145 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2007
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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=105269990&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105269990 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2007 vid: 23 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105269990 105269990 2010457723 10.1111/j.1365-2729.2006.00218.x 105269990 ppf: 133 ppct: 12 formats: tig: atl: Computer literacy and inquiry learning: when geeks learn less. aug: au: Wecker C Kohnle C Fischer F affil: Universität München, Department Psychologie, Leopold str. 13, D-80802 München, Germany. Email: christof.wecker@psy.lmu.de sug: subj: Computers and Computerization Education Computers and Computerization Utilization Adolescence Attitude to Computers Audiorecording Coefficient alpha Computer-Assisted Instruction Confidence Female Human kappa Statistic Knowledge Light Education Male Outcomes of Education Questionnaires Schools, Secondary Students, High School Summated Rating Scaling Young Adult Adolescent: 13-18 years Female Male ab: A low level of computer literacy has often been hypothesized as constituting a disadvantage in knowledge acquisition. However, within the field of computer-supported inquiry learning systematic investigations of these purported relations have not been conducted. This classroom study investigates the role of computer literacy (procedural computer-related knowledge, self-confidence in using the computer, and familiarity with computers) as a learning prerequisite for knowledge acquisition, and analyses the learners' patterns of media use as processes that might explain this role. Thirty-seven students from two final classes of a secondary school worked in pairs on the project 'How far does light go?' in the Web-based Inquiry Science Environment. Findings did indicate significant relations of neither procedural computer-related knowledge nor self-confidence in using the computer to knowledge acquisition. However, students with greater familiarity with computers acquired significantly less knowledge. In the light of the patterns of media use, these findings might be explained by different navigation styles adopted by students with high and low familiarity with computers: students with high familiarity with computers exhibit more shallow processing strategies ('browsing') which are less functional for learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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