Web 2.0 tools to support science practices: High school students engaging in argumentation

Research output: Contribution to journalConference articlepeer-review

Abstract

Sociocultural learning theory is used to study how students use Web 2.0 tools to support their participation in the science practice of argumentation. I analyze video data and data from social bookmarking, wiki, and podcasts from learners (n=34) as they participated in a unit on alternative energy in a high school chemistry class. Initial findings suggest that students improved understanding of the content, appropriated practices of argumentation, and considered the role of audience in argument construction.

Original languageEnglish
Pages (from-to)482
Number of pages1
JournalComputer-Supported Collaborative Learning Conference, CSCL
Volume2
StatePublished - 2013
Event10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013 - Madison, WI, United States
Duration: Jun 15 2013Jun 19 2013

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