Teacher-guided whole-class discussion and collaborative evaluation of student representations were largely absent from the online unit's implementation¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Despite the platform enabling representation construction, there were no teacher-guided whole-class discussions to collaboratively evaluate or refine student representations in the first module. → Cirkony 2022

Evidence¶

Cirkony 2022¶

Cirkony, C., Tytler, R., & Hubber, P. (2022). Designing and delivering representation-focused science lessons in a digital learning environment. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10094-z

q1 · i? · qualitative · r3

Observational finding from the Temperature module: while the teacher circulated encouraging students to represent and annotate scenarios, "there were no teacher-guided whole class discussions to collaboratively evaluate or refine processes."

"Yet there were no teacher-guided whole class discussions to collaboratively evaluate or refine processes."

Cirkony 2022 (2)¶

Cirkony, C., Tytler, R., & Hubber, P. (2022). Designing and delivering representation-focused science lessons in a digital learning environment. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10094-z

q1 · i? · qualitative · r3

The Activity 5.1 survey provided automated feedback with conceptual explanations, but "students’ responses were not shared through whole-class discussions nor used by the teacher to frame following activities."

"However, students’ responses were not shared through whole-class discussions nor used by the teacher to frame following activities."

Discussion¶

Related Claims¶

• An online learning platform enabled Grade 9 students to construct and coordinate a variety of multimodal representations in both digital and non-digital forms — related
• Students' collaborative historical reasoning evolved over two days while co-constructing network representations with Net.Create, per the editorial's report of Craig et al. — related
• Multi-modal representations created during collaboration act as metaphors that shape joint reasoning and meaning making — related
• Students' appropriation of class interaction practices was mediated by prior sociohistorical educational experiences — related
• Specific pedagogic design characteristics supported students' joint interaction in the wiki: initial text propositions, Thinking Together preparation, a collectively created artefact, and asynchrony — related