TY - JOUR
T1 - Productive discussion in science
T2 - Gender equity through electronic discourse
AU - Hsi, Sherry
AU - Hoadley, Christopher M.
N1 - Funding Information:
Acknowledgments—This material is based upon research supported by the National Science Foundation under grant No. EEC-9053807 and RED-9453861. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors would like to gratefully acknowledge the support and collaboration by Prof. Marcia C. Linn, Prof. Alice Agogino of the NSF Synthesis Coalition, Douglas Kirkpatrick of Foothill Middle School, the Knowledge Integration Environment Group, and Computers as Learning Partner Group at the University of California at Berkeley.
PY - 1997
Y1 - 1997
N2 - Electronic discussion tools can have several advantages over classroom discussion to support productive learning conversations in science. This paper describes how an electronic collaborative discussion tool called the Multimedia Forum Kiosk (MFK) enabled equitable learning opportunities in scientific discourse: generating explanations, revising ideas of others, and asking questions. Studies compared gender differences in participation between class discussion and MFK discussion, as well as examined three different formats for electronic discussion: anonymous, attributed, and attributed with authority participation. Results indicate that in all discussions, 78% of the students contributed in electronic discussion compared to only 15.3% participation in class discussion. Females participated more than males in electronic discussion, and less than males in classroom discussion. Girls report feeling less stifled when participating in an electronic medium where anonymity is an option. All electronic discussions were characterized by high levels of scientific conceptual content, elaborations, and question-asking. Students generated a repertoire of models for phenomena, asked content-focusing questions, and provided causal explanations using MFK. Implications for future research and design of electronic discussion tools are discussed.
AB - Electronic discussion tools can have several advantages over classroom discussion to support productive learning conversations in science. This paper describes how an electronic collaborative discussion tool called the Multimedia Forum Kiosk (MFK) enabled equitable learning opportunities in scientific discourse: generating explanations, revising ideas of others, and asking questions. Studies compared gender differences in participation between class discussion and MFK discussion, as well as examined three different formats for electronic discussion: anonymous, attributed, and attributed with authority participation. Results indicate that in all discussions, 78% of the students contributed in electronic discussion compared to only 15.3% participation in class discussion. Females participated more than males in electronic discussion, and less than males in classroom discussion. Girls report feeling less stifled when participating in an electronic medium where anonymity is an option. All electronic discussions were characterized by high levels of scientific conceptual content, elaborations, and question-asking. Students generated a repertoire of models for phenomena, asked content-focusing questions, and provided causal explanations using MFK. Implications for future research and design of electronic discussion tools are discussed.
KW - Collaborative learning
KW - Computer-mediated communication
KW - Gender
KW - Science education
UR - http://www.scopus.com/inward/record.url?scp=3242699159&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=3242699159&partnerID=8YFLogxK
U2 - 10.1023/A:1022564817713
DO - 10.1023/A:1022564817713
M3 - Review article
AN - SCOPUS:3242699159
SN - 1059-0145
VL - 6
SP - 23
EP - 36
JO - Journal of Science Education and Technology
JF - Journal of Science Education and Technology
IS - 1
ER -