Knowledge organization through multiple representations in a computer-supported collaborative learning environment

Namdar, Bahadır; Shen, Ji

doi:10.1080/10494820.2017.1376337

Cited by 20 publications

(9 citation statements)

References 58 publications

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“…Two pilot studies were conducted to test the curriculum unit and refine the CSCL platform before the current study (i.e. results reported elsewhere Namdar & Shen, 2013.…”

Section: Context and Participantsmentioning

confidence: 99%

Intersection of argumentation and the use of multiple representations in the context of socioscientific issues

Namdar

Shen

2016

International Journal of Science Education

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Using multiple representations and argumentation are two fundamental processes in science. With the advancements of information communication technologies, these two processes are blended more so than ever before. However, little is known about how these two processes interact with each other in student learning. Hence, we conducted a design-based study in order to distill the relationship between these two processes. Specifically, we designed a learning unit on nuclear energy and implemented it with a group of preservice middle school teachers. The participants used a web-based knowledge organization platform that incorporated three representational modes: textual, concept map, and pictorial. The participants organized their knowledge on nuclear energy by searching, sorting, clustering information through the use of these representational modes and argued about the nuclear energy issue. We found that the use of multiple representations and argumentation interacted with each other in a complex way. Based on our findings, we argue that the complexity can be unfolded in two aspects: (a) the use of multiple representations mediates argumentation in different forms and for different purposes; (b) the type of argumentation that leads to refinement of the use of multiple representations is often nonmediated and drawn from personal experience. ARTICLE HISTORY

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“…Two pilot studies were conducted to test the curriculum unit and refine the CSCL platform before the current study (i.e. results reported elsewhere Namdar & Shen, 2013.…”

Section: Context and Participantsmentioning

confidence: 99%

Intersection of argumentation and the use of multiple representations in the context of socioscientific issues

Namdar

Shen

2016

International Journal of Science Education

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“…Menurut Treagust, Duit, & Fischer, (2017), multipel representasi berarti merepresentasi ulang konsep yang sama dengan format yang berbeda (verbal, gambar, matematik, dan grafik). Tujuan dari penggunaan banyak representasi dalam menyajikan suatu konsep adalah untuk menciptakan lebih banyak dasar pengetahuan yang komprehensif yang pada akhirnya dapat lebih meningkatkan pemahaman mahasiswa terkait konsep tersebut (Namdar dan Shen, 2017). Hal ini sejalan dengan pernyataan Rosengrant, Etkina, & Heuvelen, 2006) yang menyatakan bahwa multi representasi dapat membantu mempelajari konsep, membantu memecahkan masalah, serta membantu menyikapi masalah sehingga dapat meningkatkan hasil belajar siswa.…”

Section: Pendahuluanunclassified

Pengembangan E-Modul Berbasis Pendektan Multipel Representasi untuk Meningkatkan Pemahaman Konsep Calon Guru Fisika di Masa Pandemi Covid-19

Busyairi

Harjono

Doyan

et al. 2021

J. Pendidik. Fis. Teknol.

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This study aims to develop a physics e-module based on a multiple representation approach to improve understanding of the concepts of prospective physics teachers on the kinematics of straight motion and parabolic motion. This type of research is research and development. The development stage in this study uses a 4-D model (Define, Design, Develop, Disseminate). The instruments used in this study consisted of; validation sheets, questionnaires, and concept understanding test instruments. Validation sheets are used to obtain assessments and suggestions for the initial product draft that was developed in terms of material, media, and language aspects. There are 3 experts involved in this validation. Based on the validation results, it shows that the initial draft of the e-module is feasible to use with a very good category for all aspects (material, media, and language). After going through the revision stage in accordance with the validator's suggestion, then a limited trial was carried out on 9 (nine) prospective physics teachers. Based on the results of the limited trial, it is shown that the module is feasible to proceed to a wider trial stage. The wider trial aims to determine the effectiveness of the use of e-modules in increasing the understanding of the concepts of prospective physics teachers. Based on the results of a wider trial, it shows that e-modules can improve understanding of concepts in the medium category with an N-gain score of 0.41. Thus, it can be concluded that the e-modules that have been developed are feasible and can be used as alternative learning to improve learning outcomes. understanding the concept of prospective physics teacher during the Covid-19 pandemic.

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“…Concurrently, concept mapping can also assist students in developing and organizing writing texts (Chang & Lu, 2018). The majority of research has discovered that concept mapping used as a learning strategy can boost cognitive activities and effectively assist learners’ knowledge organization and enhance their learning efficiency (Chang, Tseng, & Lou, 2012; Namdar & Shen, 2018). Daley and Torre (2010) found that the usage of the concept mapping strategy improved students’ critical thinking and problem‐solving ability.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of a concept mapping‐based problem‐posing approach on students’ learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts

Hwang¹,

Huang²,

Wang³

et al. 2020

Brit J Educational Tech

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In language courses, it is important to foster students’ systematic thinking and to develop their competence to express, appreciate, criticize and reflect, in particular in such courses as classical Chinese, which aim to develop students’ cultural and literature knowledge. Problem posing is a promising strategy to achieve this objective. However, without sufficient supports, students could feel frustrated since problem posing is a challenging task, in particular for young students. In this study, a fill‐in concept mapping‐based problem‐posing approach was proposed to address this problem. A learning system was developed based on the proposed approach and a quasi‐experiment was conducted on an eighth‐grade classical Chinese course to evaluate the performance of the proposed approach. The experimental results show that the concept mapping‐based problem‐posing approach improved the students’ learning achievement, critical thinking tendency and problem‐posing quality. The interview results further show that the students perceived the approach as being effective from the perspectives of “Improving article comprehension,” “Improving problem‐posing performances,” and “Boosting diverse thinking.”

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Knowledge organization through multiple representations in a computer-supported collaborative learning environment

Cited by 20 publications

References 58 publications

Intersection of argumentation and the use of multiple representations in the context of socioscientific issues

Intersection of argumentation and the use of multiple representations in the context of socioscientific issues

Pengembangan E-Modul Berbasis Pendektan Multipel Representasi untuk Meningkatkan Pemahaman Konsep Calon Guru Fisika di Masa Pandemi Covid-19

Effects of a concept mapping‐based problem‐posing approach on students’ learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts

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