Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/351
Title: Exploring Middle School Students’ Science Learning and Discourse in Physical and Virtual Labs
Authors: Gnesdilow, Dana
Fathema, Nafsaniath
Lin, Feng
Kang, Seokmin
Dornfeld, Catherine
Puntambekar, Sadhana
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Gnesdilow, D., Fathema, N., Lin, F., Kang, S., Dornfeld, C., & Puntambekar, S. (2016). Exploring Middle School Students’ Science Learning and Discourse in Physical and Virtual Labs In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.
Abstract: This study compared middle school students’ science learning and discourse patterns in physical and virtual labs. Students in virtual labs had significantly higher learning gains than students in the physical labs on a pre and post-test content knowledge test. To understand the difference in learning gains, we analyzed the discourse of the students and teacher as they worked in groups during the labs. We found three main categories of discourse: conceptual talk, task-based talk, and teacher scaffolding. Our analysis of discourse showed that students in the virtual group engaged in more conceptual talk than the physical group, while the physical group had more task-based talk. We also found the teacher provided more conceptual scaffolding during virtual labs than physical labs. \
URI: https://repository.isls.org/handle/1/351
https://doi.dx.org/10.22318/icls2016.144
Appears in Collections:ICSL 2016

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