EduAction - Students' knowledge constructions in science using computer-based 3D models

Keywords

procedural and coneptual knowledge constructions, conceptual practices, design experiments, interaction analysis, computer-based 3D models, designs and redesigns of CSCL environments

Overview

EduAction studies the characteristics of 15 year old students' interactions while solving different tasks within ICT based learning resources. A webpage and a computer-based 3D model are used to support students' knowledge constructions in science. Collaborations documented on videotapes constitute the basis for the analysis. The data are primarily analysed by interaction analysis. Both the students' dialogue and the interactions with different kinds of tools and in particular institutional settings play significant roles. The project is part of Telenor RD's project EduAction.

Aims

• What characterises students' need for awareness information in computer-based 3D model?
• What characterises students' conceptual practices during problem solving in computer-based 3D model?
• What characterises students' procedural and conceptual knowledge constructions in different institutional settings where a computer-based 3D model play a central role?
• What implications do these features have for further designs of computer based 3D learning environments?

Concepts

The project is based on socio-cultural perspectives on learning. These have in common that knowledge is understood in the light of social interactions. Two elements are defined to constitute the core of this interpretation; language and tools. These entities are considered to be cultural and historical sides of knowledge and it is here the socio-cultural position differs from other more traditional interpretations. Knowledge is partly present in the individual, partly in the social interaction and partly in the tools. In this sense knowledge is considered to be both a cognitive and a social process.

Methods

In line with the analytical framework, design experiments are used as an interpretation to study the students' collaborative activities. Video recordings as well as semi-structured interviews constitute the bases for the study. These data are analysed by employing interaction analysis.

Partners

Telenor R&D and National Network for IT-Research and Competence in Education (ITU) at University of Oslo financed the EduAction project.  In addition the Faculty of Education by InterMedia has financed my PhD scholarship. 

Two schools in Oslo and Bærum have participated during designs of the computer-based 3D models and during experimentation periods when these models have been used in an everyday school setting.

Duration

This PhD project started April 2001 and was completed June 2007.

Outcomes

The project has contributed to better understanding of students' knowledge constructions in settings where comnputer based 3D models are used in science. The findings have been published in international journals. Related projects

Publications

Only publications that have been produced during the PhD period and that have been presented in more formal settings have been includedin the following list.

Articles, papers etc.

Krange, I. 2007. "Computer-based 3D models in science education - Studying artifacts and students' knowledge constructions". Dissertation. University of Oslo.  

Ludvigsen, S., Rasmussen, I., Krange, I., Moen, A., & Middleton, D. (forthcoming). "Intersecting trajectories of participation: temporality and learning". In Ludvigsen, S., Lund, A., Rasmussen, I., & Säljö, R. Learning actross sites; new tools, infrastructures and practices. 

Krange, I. & Ludvigsen, S. (submitted). "The situated and historical nature of CSCL - Implications for design experiments." Journal of Computer Assisted Learning. 

Krange, I. & Ludvigsen, S. (in press). "What does it mean? Students' procedural and conceptual problem solving in a CSCL environment designed within the field of science education." To appear in International Journal of Computer Supported Collaborative Learning.

Krange, I. (2007). "Students' conceptual Practices in Science Education - Productive Disciplinary Interactions in a Participation Trajectory." Cultural Studies in Sceince Education 2(1): 171-203.

Krange, I. og Fjuk, A. 2004. "Design and use of a 3D learning environment: The situated conditions of awareness information" International Journal of Human Resources: Development & Management. 4 (1).

Rasmussen, I, I. Krange, S. Ludvigsen. 2003. "The process of understanding the task: How is agency distributed between students, teachers and representations in technology-rich learning environments?" International Journal of Educational Research.

Rasmussen, I, I. Krange, S. Ludvigsen. 2002. "Understanding the task - How is agency distributed between tools, students and teachers in technology-rich learning environments?" ISCRAT conference. Amsterdam.

Krange, I., Larsen, A., Fjuk, A., Ludvigsen, S. 2002. "Describing construction of knowledge through identification of collaboration patterns in 3D learning environments". In Stahl, G. 2002. Computer Support for Collaborative Learning: Foundations for a CSCL Community. Proceedings of: CSCL 2002, January 7-11, 2002. Boulder, Colorado, USA.

Krange, Ingeborg, Anniken Larsen, Annita Fjuk & Sten Ludvigsen. Identification of collaboration patterns in 3D learning environments. 2001. 5th Nordic interactive research school. University of Oslo, May 2001.

 

Speech, paper presentations

Krange, I. 2007. What is it? Students' pursuing problems in a CSCL environment designed within the field of science education. 2th Biennial EARLI Conference, Budapest, Hungary. August 28-September 1, 2007.

Krange, I. & Ludvigsen, S. 2007. What is it? Students' pursuing problems in a CSCL environment designed within the field of science education. ISCRAT 2007 Klekken Hotel, Norway June 15-17.  

Krange, I. 2006. Students' conceptual practices - productive disciplinary interactions in a participation trajectory. Kaleidoscope: VDS, Oslo, Norway, June 8-9.

Krange, Ingeborg & Sten R. Ludvigsen. 2005. "Learning Scientific Concepts: "but I don't understand..."" Kaleidoscope: CSCL SIG Workshop, Göteburg, Sweden, December 14-16, 2005.

Krange, Ingeborg. 2005. IKT og læring - fra forskning til praksis. "Funn fra EduAction prosjektet," Skolelederkonferansen 2005, 17. og 18. november, Lillestrøm.

Krange, Ingeborg & Sten R. Ludvigsen. 2004. "Everyday and Scientific Concepts - Knowledge construction by students and teachers in a networked 3D learning environment supported by a web page: implications for design." Kaleidoscope: CSCL symposium, Lausanne, Switzerland, 7-9 October 2004.

Krange, I. 2004. "Students' Conceptual Practice - Productive Disciplinary Interactions in a Mini Learning Trajectory". ISCAR conference. 2004, September 3-5, København, Denmark.

Ingvill Rasmussen, Ingeborg Krange & Sten R. Ludvigsen. 2003. "Openness and structure in technology rich learning environments - how is agency and knowledge construction distributed between tools, students and teachers?" At Earli. 2003, August, Padova, Italy.

Ingvill Rasmussen, Ingeborg Krange & Sten R. Ludvigsen. 2002. "Openness and structure in technology rich learning environments - how is agency and knowledge construction distributed between tools, students and teachers?" At ISCRAT Dealing with diversity. Tools and resources for human development in social practices. 2002, June 18-22, Amsterdam, Netherlands.

Ingvill Rasmussen, Ingeborg Krange & Sten R. Ludvigsen. 2002. "Openness and structure in technology rich learning environments - how is agency and knowledge construction distributed between tools, students and teachers?" At ITU-Workshop, 2002, June 4, Bergen, Norway.

Krange, I., Larsen, A., Fjuk, A., Ludvigsen, S. 2002. "Describing construction of knowledge through identification of collaboration patterns in 3D learning environments". At The Computer Supported Collaborative Learning Conference 2002, January 7-11, 2002. Boulder, Colorado, USA.