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.
Original language | English (US) |
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Title of host publication | 12th International Conference of the Learning Sciences, ICLS 2016 |
Subtitle of host publication | Transforming Learning, Empowering Learners, Proceedings |
Editors | Chee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 950-953 |
Number of pages | 4 |
Volume | 2 |
ISBN (Electronic) | 9780990355083 |
DOIs | |
State | Published - 2016 |
Externally published | Yes |
Event | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: Jun 20 2016 → Jun 24 2016 |
Other
Other | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 |
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Country/Territory | Singapore |
City | Singapore |
Period | 6/20/16 → 6/24/16 |
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education