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Student's interaction with computer representations: Analysis of discourse in laboratory groups
Author(s) -
Kelly Gregory J.,
Crawford Teresa
Publication year - 1996
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(199609)33:7<693::aid-tea1>3.0.co;2-i
Subject(s) - context (archaeology) , construct (python library) , negotiation , mathematics education , discourse analysis , task (project management) , science education , interpretation (philosophy) , focus group , computer assisted instruction , pedagogy , psychology , computer science , linguistics , sociology , paleontology , social science , philosophy , management , anthropology , economics , biology , programming language
Language use in student laboratory groups makes apparent students' conceptions in science, their interpretation of the activity or task, and the negotiation of the roles of the members. This article reports on a methodological approach to analyze student discourse systematically. Four Grade 12 lab groups working on microcomputer‐based laboratories (MBL) are the focus of the study. The MBL experiences were used to help students link oscillatory motion to graphical representations. Study of student discourse reveals the role the computer plays in the group context and the ways that this context is shaped by the computer. Developing a better understanding of the role of the computer in student conversations suggests ways to fruitfully construct contexts for learning physics. © 1996 John Wiley & Sons, Inc.