Fostering meaningful scientific argumentation practices through ongoing classroom interactions.
Xiaowei TangJanet CoffeyPublished in: ICLS (1) (2010)
Keyphrases
- conceptual change
- knowledge building
- collaborative interactions
- science classroom
- collaborative learning
- science education
- student learning
- engaging students
- cscl environments
- conceptual understanding
- group learning
- science learning
- teacher student
- teacher education
- middle school
- learning community
- science curriculum
- computer supported collaborative learning
- learning environment
- online collaborative learning
- teaching practices
- learning gains
- high school
- mental models
- online learning
- content analysis
- technology enhanced
- computer supported
- pilot study
- professional practice
- learning processes
- preservice teachers
- classroom practice
- educational practices
- learning process
- scientific data
- middle school students
- argumentation systems
- knowledge sharing
- computer mediated communication
- learning outcomes