Computer-supported collaborative learning with simulation programs fostered conceptual change for students who were cognitively engaged and prepared to reflect on and reconstruct their conceptions¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 1997 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Collaborative learning at the computer provided experiences of co-constructions of shared understanding and peer conflicts that led to conceptual change only for cognitively engaged students prepared to reflect on and reconstruct their conceptions. → Tao 1997

Evidence¶

Tao 1997¶

Tao, Ping-Kee; Gunstone, Richard F. (1997). Conceptual Change in Science through Collaborative Learning at the Computer. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (70th, Oak Brook, IL, March 21-24, 1997). https://eric.ed.gov/?id=ED406151

q2 · i? · qualitative · r2

Qualitative case-study analysis of conversational interactions of 7 dyads working on the Force and Motion Microworld during a 10-week Grade 10 physics unit, with conceptual change assessed by pre-, post- and delayed post-test gains. The study reports that high-quality collaboration "helped foster conceptual change but did not necessarily ensure change."

"Collaborative learning with high joint on-task engagement which was high in equality and mutuality helped foster conceptual change but did not necessarily ensure change. To achieve conceptual change it appeared that students needed to reflect on and reconstruct their conceptions."

Discussion¶

Related Claims¶

• Supplementing simulation-based inquiry with learner guidance has a modest effect on learning outcomes (d = 0.49) and inquiry skills (d = 0.41), independent of guidance type (review attribution to D'Angelo et al., 2014) — the general claim this finding bears on, with the studies behind it

• Conflict-based instruction improves science conceptual learning, though staged contradictions helped only learners who reported being confused, and no study isolates disequilibrium as the mechanism — the general claim this finding bears on, with the studies behind it

• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — the general claim this finding bears on, with the studies behind it

• Peer conflicts did not always produce conceptual change; they appeared to work only for students prepared to reflect on and reconstruct their conceptions — related
• Co-construction of shared understanding needed to be accompanied by students' personal construction and sense making for conceptual change to be stable over time — related
• Alternative conceptions in force and motion were very difficult to change: of 14 students, 6 showed substantial conceptual change, 1 some change, and 7 no change — related
• High joint on-task engagement with high equality and mutuality of engagement did not necessarily mean cognitive engagement or ensure conceptual change — related
• The review reports that embedded analytics, timely feedback, and structured reflection strengthen conceptual consolidation and learning gains — related
• Performance assessments are associated with positive instructional changes, student skill development, engagement, and complex conceptual understanding — related
• Error correction supports learning when it requires substantive cognitive work such as explanation and reconstruction — related
• Peer feedback promoted critical reflection, collaboration and engagement, but students doubted its reliability because peers were statistics beginners — related
• Multiple-hypothesis strategies improve performance only when simulation complexity is low — related
• Simulation-based learning has a large positive overall effect on complex skills in higher education (g = 0.85) — related
• After working with the script, students improved their individual task representation of high-level tasks and their strategy reflection — related
• Middle school students in inquiry-based computer-based learning environments gain more conceptual understanding of force and energy than peers in regular inquiry-based classrooms — related
• VR participants lacked mutual engagement in collaborative role-playing during the teaching simulation — related
• Awareness prompts stimulated discourse about more concepts but did not improve shared drawing quality in elementary dyads — related
• Students in computer-based inquiry environments still held misconceptions about force and energy after instruction — related
• Online concept-mapping behaviour may play a critical role in transforming verbal-discourse knowledge into deep-level co-construction; Type 3's lowest behavioural knowledge construction accompanied its lowest performance — related
• Recurring movements between professional (in-role) and educational (out-of-role) contexts during simulation are important for simulator training to fulfil its pedagogical potential — related
• Collaboration format (individual vs. dyad) was experimentally manipulated alongside feedback format in simulation-based teacher learning — related