In a CSCL biology problem-solving session, procedural problem solving tended to dominate students' interactions, with conceptual knowledge construction present only where strictly necessary¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Procedural types of problem solving tended to dominate the students' interactions, while conceptual knowledge construction appeared only where strictly necessary to carry out the problem solving. → Krange 2008

Evidence¶

Krange 2008¶

Krange, I., & Ludvigsen, S. (2008). What does it mean? Students' procedural and conceptual problem solving in a CSCL environment designed within the field of science education. Computer-Supported Collaborative Learning, 3, 25-51. https://doi.org/10.1007/s11412-007-9030-4

q2 · i? · design · r2

Interaction analysis of video recordings of one group of four ninth-grade students and their teacher solving three main problems (90, 53 and 30 min) in a design experiment; the authors report that "the procedural types of problem solving tend to dominate the students ' interactions". No effect size is printed.

"Our findings are clear in the sense that the procedural types of problem solving tend to dominate the students ’ interactions, while conceptual knowledge construction is only present where it is strictly necessary to carry out the problem solving."

Discussion¶

Related Claims¶

• Teacher support with real-time labs requires adaptive expert input that closes cognitive, social, and design gaps — related
• In computer-mediated problem solving, students may attribute their problems to the technology rather than to their own work, complicating how they frame the problem context — related
• Identification is closely related to how and what knowledge students construct in online group discussions
• Design features of the CSCL environment — procedural-only educational inscriptions on the website and the storyline of the 3D model — pulled interactions toward procedural problem solving — possibly the same claim (merge candidate)
• CSCL designers tend to leave gaps between the technical and social design of learning environments — a broader claim this one bears on