Socio-cultural aspects of prompting student reflection in Web-based inquiry learning environments.
This paper reports on a qualitative study of students' engagement with a Web-based inquiry environment aimed at prompting student reflection in processes of scientific inquiry. In order to demonstrate how prompts become structuring resources for students' scientific inquiry, detailed analyses of stu...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 4; pp. 397 - 410 |
|---|---|
| Autor principal: | |
| Formato: | pictorial research Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2009
|
| 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=105343598&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105343598 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2009 vid: 25 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105343598 105343598 2010457815 10.1111/j.1365-2729.2009.00320.x 105343598 ppf: 397 ppct: 13 formats: tig: atl: Socio-cultural aspects of prompting student reflection in Web-based inquiry learning environments. aug: au: Furberg A affil: InterMedia, University of Oslo, Oslo, Norway and Telenor Group Business Development & Research, Fornebu, Norway sug: subj: Culture In Adolescence Genetics Education Learning Environment In Adolescence Learning Methods Psychosocial Factors Reflection Methods World Wide Web Adolescence Funding Source Qualitative Studies Schools, Secondary Socioeconomic Factors Software Student Attitudes Human Adolescent: 13-18 years ab: This paper reports on a qualitative study of students' engagement with a Web-based inquiry environment aimed at prompting student reflection in processes of scientific inquiry. In order to demonstrate how prompts become structuring resources for students' scientific inquiry, detailed analyses of students' interaction processes are conducted. The students' written responses to the reflection prompts indicated a widespread use of a 'copy and paste' strategy. The analyses of student interaction deepen this finding and show that instead of participating in reflection activities, the students make use of these 'copy and paste' strategies in order to come up with 'correct' answers to the prompts. Further, the analyses indicate that the students' employment of these strategies can be seen as a response to what can be termed the institutional practices of schooling embedded within the design of the prompts. These findings are discussed and explored in accordance with findings from previous studies on prompting students' reflection in Web-based inquiry environments. The study demonstrates the value of a socio-cultural perspective for gaining a deeper understanding of students' engagement with Web-based learning environments. Such a perspective can give valuable insight into how to (re)design prompts, and how prompts can be productive parts of students' learning. pubtype: Academic Journal doctype: pictorial research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|