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.
|Number of pages||1|
|Journal||Computer-Supported Collaborative Learning Conference, CSCL|
|State||Published - 2013|
|Event||10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013 - Madison, WI, United States|
Duration: Jun 15 2013 → Jun 19 2013