TY - GEN
T1 - The lifespan and impact of students’ ideas shared during classroom science inquiry
AU - Matuk, Camillia
AU - Wanjing Anya, Ma
AU - Sharma, Garima
AU - Linn, Marcia C.
N1 - Funding Information:
We thank the students and teachers who participated in our study. We also acknowledge funding from the National Science Foundation (Award No. 1119670) and from New York University.
PY - 2019
Y1 - 2019
N2 - Sharing ideas can strengthen students’ science explanations. Yet, how to guide uses of peers’ ideas, and what the impacts of those ideas are on students’ learning, are open questions. We implemented a web-based cell biology unit with 116 grade 7 students, and explored how peers’ ideas are used during explanation building, and how prompts to draw on peers to either diversify or reinforce existing ideas impacted the quality of students’ written explanations. Among other findings, exchanging ideas with peers led to all students improving their explanation quality upon revision; and students prompted to diversify their ideas showed greater learning gains by the end of the unit, while students prompted to reinforce ideas, who used more peer-generated ideas in preparation to write their explanations, produced higher quality explanations. This study builds our understanding of the influence of peer ideas on learning, and offers insight into supporting students in engaging effectively with peers’ ideas.
AB - Sharing ideas can strengthen students’ science explanations. Yet, how to guide uses of peers’ ideas, and what the impacts of those ideas are on students’ learning, are open questions. We implemented a web-based cell biology unit with 116 grade 7 students, and explored how peers’ ideas are used during explanation building, and how prompts to draw on peers to either diversify or reinforce existing ideas impacted the quality of students’ written explanations. Among other findings, exchanging ideas with peers led to all students improving their explanation quality upon revision; and students prompted to diversify their ideas showed greater learning gains by the end of the unit, while students prompted to reinforce ideas, who used more peer-generated ideas in preparation to write their explanations, produced higher quality explanations. This study builds our understanding of the influence of peer ideas on learning, and offers insight into supporting students in engaging effectively with peers’ ideas.
UR - http://www.scopus.com/inward/record.url?scp=85073372008&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85073372008&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85073372008
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 49
EP - 56
BT - A Wide Lens
A2 - Lund, Kristine
A2 - Niccolai, Gerald P.
A2 - Lavoue, Elise
A2 - Hmelo-Silver, Cindy
A2 - Gweon, Gahgene
A2 - Baker, Michael
PB - International Society of the Learning Sciences (ISLS)
T2 - 13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019
Y2 - 17 June 2019 through 21 June 2019
ER -