Blending Creative Drama and Computer-Supported Collaborative Learning for Socioscientific Argumentation

2021 ◽  
pp. 132-160
Author(s):  
Aysegul Oguz Namdar ◽  
Bahadir Namdar
Keyword(s):  
Decision Making ◽  
Collaborative Learning ◽  
Teaching Method ◽  
Scientific Practice ◽  
Socioscientific Issues ◽  
Creative Drama ◽  
Computer Supported Collaborative Learning ◽  
Alternative Teaching ◽  
Education Community ◽  
Curriculum Reforms

Argumentation has received a significant amount of attention from the science education community. To implement this important teaching method and scientific practice in science classrooms, curriculum reforms have recommended incorporating socioscientific issues. Research indicates that students have difficulty organizing information about complex socioscientific issues; students also tend to ignore counterclaims and only use evidence that supports their own views. Therefore, alternative teaching strategies should be used to overcome this barrier. This chapter advocates for blending creative drama and computer-supported collaborative learning in the context of socioscientific argumentation; it concludes with an instructional sequence for successful decision making about these issues.

Learning Through Sharing and Regulation

2012 ◽  
pp. 151-162
Author(s):  
Chia-Wen Tsai ◽  
Yi-Fen Chen
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Teaching Method ◽  
Control Group ◽  
Computer Supported Collaborative Learning ◽  
Online Teachers ◽  
Self Regulated Learning ◽  
Innovative Learning ◽  
Blended Course ◽  
Experimental Group

Many studies investigate the effects of Computer-Supported Collaborative Learning (CSCL) and also explore how learning processes and social interaction contribute to learning outcomes in online learning environments. This study provides an appropriate design of web-supported collaborative learning (CL) with teacher’s initiation and self-regulated learning (SRL), and demonstrates the effects of this design on improving students’ involvement and helping students attain course goals in a blended course. The authors conducted an experiment with an intervention of web-supported CL with initiation and SRL in a course titled ‘Applied Information Technology: Networking’ that included 112 sophomores from two classes at an academic university in Taiwan. The class of web-supported CL with initiation and SRL was the experimental group, and online CL without initiation or SRL served the control group. The results illustrate that web-supported CL with initiation and SRL could significantly improve students’ involvement in this course. In addition, interviewed students also expressed their positive appreciation for web-supported CL with initiation and SRL. The authors expect the innovative learning activities and teaching method in this study could provide insights for online teachers.

Learning Through Sharing and Regulation

2011 ◽  
Vol 6 (1) ◽  
pp. 24-34
Author(s):  
Chia-Wen Tsai ◽  
Yi-Fen Chen
Keyword(s):  
Collaborative Learning ◽  
Teaching Method ◽  
Control Group ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Environments ◽  
Online Teachers ◽  
Self Regulated Learning ◽  
Innovative Learning ◽  
Blended Course ◽  
Experimental Group

Many studies investigate the effects of Computer-Supported Collaborative Learning (CSCL) and also explore how learning processes and social interaction contribute to learning outcomes in online learning environments. This study provides an appropriate design of web-supported collaborative learning (CL) with teacher’s initiation and self-regulated learning (SRL), and demonstrates the effects of this design on improving students’ involvement and helping students attain course goals in a blended course. The authors conducted an experiment with an intervention of web-supported CL with initiation and SRL in a course titled ‘Applied Information Technology: Networking’ that included 112 sophomores from two classes at an academic university in Taiwan. The class of web-supported CL with initiation and SRL was the experimental group, and online CL without initiation or SRL served the control group. The results illustrate that web-supported CL with initiation and SRL could significantly improve students’ involvement in this course. In addition, interviewed students also expressed their positive appreciation for web-supported CL with initiation and SRL. The authors expect the innovative learning activities and teaching method in this study could provide insights for online teachers.

Localizing Socioscientific Issues and Globalizing Citizen Science Through Computer-Supported Collaborative Learning

2020 ◽  
pp. 110-126
Author(s):  
Bahadir Namdar
Keyword(s):  
Science Education ◽  
Collaborative Learning ◽  
Citizen Science ◽  
Large Scale ◽  
Real Life ◽  
Socioscientific Issues ◽  
Computer Supported Collaborative Learning ◽  
Life Issues ◽  
Meaningful Engagement ◽  
Science Curricula

Science education has given an increasing amount of attention to incorporating real-life issues into science curricula and engaging students in practices similar to those of scientists, most recently via the fields of socioscientific issues (SSI) and citizen science (CS). Frequently, socioscientific issues focus on globalized problems, while citizen science focuses on localized issues. For meaningful engagement with these two approaches, this chapter advocates for incorporating computer-supported collaborative learning (CSCL). The chapter introduces and defines SSI, CS, and CSCL. Then, it discusses the major affordances of CSCL to bridge SSI and CS. The author presents three key areas in which CS, the study of SSI, and CSCL environments can work together to cohesively advance both joint and individual purposes. The chapter concludes with a seven-step instructional sequence arguing for localizing SSI and globalizing CS via local and large-scale collaboration.

Case Study

2010 ◽  
Vol 15 (2) ◽  
pp. 301-323 ◽  
Author(s):  
Andreas Goergen ◽  
Lionel Bobot
Keyword(s):  
Decision Making ◽  
Teaching Method ◽  
The European Union ◽  
Alternative Teaching ◽  
Eu Governance ◽  
Integration Project ◽  
Legislative Processes ◽  
The Eu ◽  
Academic Debate

AbstractThe European Union is probably the most complex political and institutional decision-making structure known to humankind. Nowadays, scholars increasingly agree that no single theory can explain all the mechanisms at work in the system of EU governance and decision-making at all levels in any satisfactory way. Even for trained experts and specialists, the complexity of the EU machinery is extremely difficult to grasp. The extensive academic debate in this area is an indicator for both the sophistication of the scholarly discussion and the uncertainty of those who are trying to understand and explain the European integration project. For students who are just learning about the field, trying to untangle that complexity is even more challenging. The difficult task for teachers and instructors is finding ways to introduce students to the institutional framework and the related legislative processes of EU decision-making, and thereby help to facilitate their understanding of the nature of the Union. The purpose of this study is to suggest an alternative teaching method. The simulation “EU Chocolate Directive,” can provide participants with the tools necessary to negotiate more effectively at the EU level.

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