Online Discussion as a Mechanism of Conceptual Change Among Mathematics and Science Teachers

Jennifer L. Luebeck · Lawrence Bice

50 citations0/0 files storedDOAJ (DOAJ: Directory of Open Access Journals)

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Online and Blended Learning Science Education and Pedagogy Mathematics Education and Teaching Techniques

Abstract

This study examines the extent to which conceptual change is stimulated and achieved through online discussion in the context of an online graduate course. Transcripts of discussions among 15 graduate students studying assessment issues in mathematics and science education were analyzed using an interaction analysis model developed to assess knowledge construction and conceptual change in the context of an online debate. Although evidence of authentic conceptual change was limited, significant cognitive activity supporting conceptual change was identified. We offer observations about course characteristics that contributed to conceptual change, discuss the limitations of applying an existing content analysis model to a new context, and suggest further research focusing on mathematical discourse and scientific inquiry in the online environment. Cette étude examine jusqu’à quel point un changement conceptuel est stimulé et réalisé à travers une discussion en ligne dans le contexte d’un cours de deuxième cycle en ligne. Les transcriptions des discussions entre quinze étudiants gradués étudiant l’évaluation en mathématique et en sciences de l’éducation ont été analysées grace à un modèle d’analyse de l’interaction développé pour mesurer la construction de connaissance et le changement conceptuel dans le contexte d’un débat en ligne. Malgré le fait que les preuves qu’un changement conceptuel authentique se soit produit sont limitées, une activité cognitive significative supportant le changement conceptuel a été identifiée. Des observations sont présentées sur les caractéristiques d’un cours contribuant au changement conceptuel, de meme qu’une discussion sur les limites de l’application d’un modèle d’analyse de contenu dans un nouveau contexte. Des suggestions sont faites pour de nouvelles études centrées sur le discours en mathématique et en recherche scientifique dans les environnements en ligne.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 50 citations exist upstream.

References

1979National Council of Teachers of Mathematics 1995National Science Education Standards 1965Educational Research: An Introduction 1982Accommodation of a scientific conception: Toward a theory of conceptual change 2001Critical thinking, cognitive presence, and computer conferencing in distance education 1997Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing 1999Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom 1978Book Reviews: Jean Piaget, The Development of Thought: Equilibration of Cognitive Structures. (Translation by Arnold Rosin of Volume 33 of the Études d'Épistémologie Génétique) New York: The Viking Press, 1977. 213 pp., $12.50

Cited by

2007Researching the community of inquiry framework: Review, issues, and future directions 2007ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES 2010Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.