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|Title:||Fostering Representational Competence Through Argumentation with Multi-Representational Displays|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Stieff, M. (2011). Fostering Representational Competence Through Argumentation with Multi-Representational Displays. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 288-295). Hong Kong, China: International Society of the Learning Sciences.|
|Abstract:||The present study examines how students collaboratively reason about scientific phenomena by coordinating multiple representations presented in a single display in the Connected Chemistry modeling environment. A case study of two secondary students working together to solve a chemical equilibrium problem illustrates how students privilege one representation, yet problem solve by collaboratively integrating information from multiple representations. Working with the environment, individual students make a rapid initial judgment about which displayed representation is most useful for a particular task and ignore information presented in other representations unless their peers prompt them to use that information. Analyzed individually, each student would appear to lack representational competence, yet together the dyad demonstrates sophisticated coordination of representations. Using these observations, the study posits that an individual student's difficulties with coordinating representations can be mitigated by embedding multi-representational displays in collaborative activities that foster argumentation about representations.|
|Appears in Collections:||CSCL 2011|
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