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¶

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 educational inscriptions on the website only supported procedural aspects of employing the codontable, while support for conceptual knowledge of what the table contributes suffered. → Krange 2008 q2 i? The 3D model came with taxations, including weak conceptual representations and a storyline that partly stole focus from the disciplinary problem. → 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

From the interaction analysis of Extract 1: although the knowledge needed to answer Cornelia's conceptual question was available on the website, "the educational inscriptions on the website... only support procedural aspects". The authors call the codontable and website interdependent reinforced tendencies.

"the educational inscriptions on the website, explaining for example, the codontable, only support procedural aspects of how to employ this table, while issues that could have been raised to support the students ’ conceptual knowledge of what this table actually contributes to suffer."

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

From the analysis of Extract 2: the authors claim "the 3D model comes with certain taxations", naming weak conceptual representations and the helping-the-professor storyline, which together with students' eagerness to solve the problem took focus away from the knowledge domain.

"the 3D model comes with certain taxations, like the weaknesses concerning the conceptual representations, and the story-line that partly steals the focus away from the disciplinary problem they are asked to solve"

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
• In a CSCL biology problem-solving session, procedural problem solving tended to dominate students' interactions, with conceptual knowledge construction present only where strictly necessary — possibly the same claim (merge candidate)
• One student asked for a disciplinary explanation twelve times during a 53-minute problem-solving process without anyone clarifying it sufficiently — a narrower finding that bears on this claim
• Teacher and peer explanations of the scientific concepts during problem solving were at times scientifically misleading or wrong — related
• The field moved toward step-based problem solving and increased support for collaboration, while focusing on domain-level knowledge — related
• CSCL designers tend to leave gaps between the technical and social design of learning environments — a broader claim this one bears on