Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Collaborative practices using computers and the internet in science classrooms.

      Otrel-Cass, Kathrin; Cowie, Bronwen; Khoo, Elaine G.L.
      Thumbnail
      Files
      Cowie Collaborative.pdf
      7.103Mb
      DOI
       10.15663/wje.v16i1.67
      Find in your library  
      Citation
      Export citation
      Otrel-Cass, K., Cowie, B. & Khoo, E. (2011). Collaborative practices using computers and the internet in science classrooms. Waikato Journal of Education, 16(1), 5-20.
      Permanent Research Commons link: https://hdl.handle.net/10289/6135
      Abstract
      Investigations that allow for students to self-direct their inquiries in science classrooms involve building on existing understanding, problem solving and reasoning. The process of explaining complex problems means that students work with multiple sets of data including online resources and information from the Internet. Outcomes of such activities are often in written form, frequently prepared on the computer, representing a collage of negotiated ideas. This article presents primary science classroom investigations about changes of state and landforms and argues that inscription practices were shaped by the functional and social affordances students imbued with the computer and information from the Internet. Findings from the qualitative study with a year 7 teacher, Clara, and her students illustrate how the Internet provided social and collaborative opportunities for scientific meaning making. The argument is made that access to the computer and information from the Internet can open up and constrain opportunities for social thinking and inscription practices. Talking, thinking and composing were observed to constitute the nature of science inquiries as a collaborative effort of meaning making.
      Date
      2011
      Type
      Journal Article
      Publisher
      Faculty of Education, University of Waikato
      Rights
      © 2011 Waikato Journal of Education. It is posted here by permission for personal use.
      Collections
      • Education Papers [1413]
      Show full item record  

      Usage

      Downloads, last 12 months
      67
       
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement