Make conceptual knowledge construction explicit in the CSCL environment and give it prioritised value among teachers and schools¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the finding that procedural problem solving dominated, the authors argue that redesign must work on two fronts: "making conceptual knowledge constructions in science education explicit in the CSCL environment, and to encouraging the teachers and the school as a curriculum deliverer to give this kind of knowledge construction a prioritised value". This targets the institutional root cause they identify, not only the tool design.

Design Implications¶

Context¶

Requirements¶

• Designs that explicitly integrate the knowledge domain's conceptual meaning potential, not only procedural inscriptions
• Teachers and schools valuing conceptual elaboration beyond what is strictly necessary to finish tasks

Constraints¶

• The article notes conceptual questions that go beyond the demarcations of the given problem currently suffer relative to the aim of fulfilling the problem

Target Learners¶

• secondary school science students

Target Learning Goals¶

• constructing scientific concepts as part of a larger conceptual system

Affordances¶

• Sociocultural Mediation Three Tools

Related Strategies¶

Examples¶

-

Key Sources¶

• 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