The impact of 'computer-supported collaborative inquiry' for science learning in secondary education

Social Sciences, Ghent Universitynrpages: 264status: publishe

‘The best app is the teacher’ introducing classroom scripts in technology-enhanced education

A quasi-experimental study was set up in secondary education to study the role of teachers while implementing tablet devices in science education. Three different classroom scripts that guided students and teachers' actions during the intervention on two social planes (group and classroom level) are compared. The main goal was to investigate which classroom script leads to the best results regarding progress in domain-specific knowledge and inquiry skills. Besides student achievement, students' experiences towards the role of the teacher and students' perceptions towards learning with tablets within the three conditions were investigated. In the first condition, the classroom script included learning activities that were balanced between the group and the classroom level. In the second condition, the learning activities occurred predominantly on the group level. The third condition entailed the classroom script as the control condition in which the learning activities were situated only on the classroom level, with the tablet used in a traditional way or as ‘book behind glass’. Results show that students perform better on domain-specific knowledge in the conditions where the teacher intervened on the classroom level. Regarding the acquisition of inquiry skills, students performed best in the condition where the learning activities were balanced between the group and the classroom level. Moreover, students who perceived more structure achieved better. These results indicate that the role of the teacher cannot be ignored in technology-enhanced learning. Moreover, these results seem to suggest that one of the best apps remains the teacher

'Now you know what you’re doing right and wrong!' Peer feedback quality in synchronous peer assessment in secondary education

This study explores the effects of peer assessment (PA) practice on peer feedback (PF) quality of 11th grade secondary education students (N= 36). The PA setting was synchronous: anonymous assessors gave immediate PF using mobile response technology during 10 feedback occasions. The design was quasi-experimental (experimental vs. control condition) in which students in one condition received a scaffold to filter out relevant information they received. It was expected that this filter-out scaffold would influence PF quality in subsequent tasks in which they were assessors. PF content analysis showed that offering multiple PF occasions improved PF quality: messages contained more negative verifications and informative and suggestive elaborations after the intervention. However, no effects were found of filtering out relevant information on PF quality. Moreover, students’ perceived peer feedback skills improved which was in correspondence with their actual quality improvement over time. Additionally, the perceived usefulness of the received feedback was rated high by all participants

A systematic literature review on synchronous hybrid learning : gaps identified

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The impact of web-based collaborative inquiry for science learning in secondary education

Current educational practice in higher education shows a growing use of CSCLenvironments. In secondary education, however, we only see the first signs of transformation in the age of technology and the Internet, and many of these signs are particularly at the administrative level rather than in the classroom. Nevertheless, research, as well as national standards, support collaborative learning and the integration of ICT as an answer to the decreased interest and motivation in science learning and the growing importance that is attached to inquiry skills. This research project deals with the use of web-based collaborative inquiry as a promising approach for secondary science education. In particular, this study investigated the impact of the implementation of a Web-based Inquiry Science Environment (WISE) on students’ content knowledge, their inquiry skills and their attitude and engagement towards science. An empirical study in 19 secondary science classes was conducted and 375 students were involved. Additionally, this study focused on gender differences and highlighted the transformation of the teachers’ role in web-based teaching. The present study demonstrates the effectiveness of this innovative instructional approach in the attempt of making science accessible and interesting to all and to rectify the gender imbalance in science education

How safe do teenagers behave on Facebook? An observational study

The substantial use of social network sites by teenagers has raised concerns about privacy and security. Previous research about behavior on social network sites was mostly based on surveys and interviews. Observational research overcomes problems inherent to this research method, for example social desirability. However, existing observational research mostly focuses on public profiles of young adults. Therefore, the current observation-study includes 1050 public and non-public Facebook-profiles of teenagers (13-18) to investigate (1) what kind of information teenagers post on their profile, (2) to what extent they protect this information using privacy-settings and (3) how much risky information they have on their profile. It was found that young people mostly post pictures, interests and some basic personal information on their profile. Some of them manage their privacy-settings as such that this information is reserved for friends’ eyes only, but a lot of information is accessible on the friends-of-friends’ pages. Although general risk scores are rather low, more detailed analyses show that teenagers nevertheless post a significant amount of risky information. Moreover, older teenagers and girls post more (risky) information while there are no differences in applying privacy settings. We found no differences in the Facebook behavior of teenagers enrolled in different education forms. Implications of these results are discussed