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|Title:||Collective Knowledge Advancement and Conceptual Understanding of Complex Scientific Concepts in the Jigsaw Instruction|
|Publisher:||Philadelphia, PA: International Society of the Learning Sciences.|
|Citation:||Oshima, J., Ohsaki, A., Yamada, Y., & Oshima, R. (2017). Collective Knowledge Advancement and Conceptual Understanding of Complex Scientific Concepts in the Jigsaw Instruction In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. Philadelphia, PA: International Society of the Learning Sciences.|
|Abstract:||We examined jigsaw instruction related to the human immune system at a high school from the perspective of knowledge creation. Collective knowledge advancement was analyzed using socio-semantic network analysis (SSNA) and in-depth discourse analysis. Their conceptual understanding was collected through pre- and post-testing and evaluated by using the structure–behavior–function framework. SSNA revealed that higher conceptual understanding was related to improved collective knowledge advancement. Further in-depth discourse analysis clarified that students who acquired higher conceptual understanding engaged in shared epistemic agency through productive regulatory processes to promote their collective knowledge advancement. Based on the results, we discuss and propose scaffoldings for more students to engage in productive collaboration in jigsaw instruction.|
|Appears in Collections:||CSCL 2017|
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