Teacher and peer explanations of the scientific concepts during problem solving were at times scientifically misleading or wrong¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The teacher's explanation that proteins 'chain together' was wrong, since it is amino acids that chain together and constitute the protein. → Krange 2008 q2 i? A student explained that the floating balls in the 3D model were proteins when they represent amino acids, and the teacher's later answer increased the confusion. → Krange 2008 (2)

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

In the analysis of Extract 1, the teacher's website-based explanation starts correctly but becomes misleading: "his use of the scientific concepts become misleading". The authors note neither Pat nor the teacher opened any follow-up confirming a shared approach to the concepts.

"then he says “what protein that should chain together ” and his use of the scientific concepts become misleading. It is not proteins that chain together but the amino acids, and these acids constitute the protein."

Krange 2008 (2)¶

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

In the analysis of Extract 2, Pat calls the 3D model's floating balls proteins, which "is actually wrong, as these represent amino acids in the 3D model"; the teacher first correctly calls protein a collection of amino acids, then says it is acids or proteins, increasing confusion.

"Pat is referring to the “balls” as if these were proteins. This is actually wrong, as these represent amino acids in the 3D model."

Discussion¶

Related Claims¶

• One student asked for a disciplinary explanation twelve times during a 53-minute problem-solving process without anyone clarifying it sufficiently — related
• Self-explanation beats unguided studying for equal time, but instructional explanations, problem solving and retrieval practice can be equally or more effective — related
• 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 — related