Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3193
Title: Constructive Use of Authoritative Sources in Science Meaning Making
Authors: Yeo, Jennifer
Tan, Seng Chee
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Yeo, J. & Tan, S. C. (2008). Constructive Use of Authoritative Sources in Science Meaning Making. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 2 (pp. 483-490). Utrecht, The Netherlands: International Society of the Learning Sciences.
Abstract: The role of authoritative sources of information in a constructivist learning environment has always been ambiguous, especially in science learning where there is a bountiful of knowledge readily available in various sources. Taking a social semiotics perspective in this study, we take the view that authoritative sources are inscriptions of cultural artifacts and science learning involves meaning making of these cultural artifacts. In studying the meaning making process of a group of students doing Problem-based Learning, our findings show that authoritative sources played an important role in deepening and expanding students' scientific knowledge. We also found that constructive use of authoritative sources involves interpretation of meaning in context. Therefore, we conclude that this structural coupling of authoritative sources and context for meaningful sense making has to be taken into consideration in the design of learning environment.
URI: https://doi.dx.org/10.22318/icls2008.2.483
https://repository.isls.org//handle/1/3193
Appears in Collections:ICLS 2008

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