The Use of Textbooks as a Tool During Collaborative Physics Learning

Boxtel, Carla van; Linden, Jos van der; Kanselaar, G.

doi:10.1080/00220970009600649

Cited by 30 publications

(18 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Van Boxtel, Van der Linden et Kanselaar (2000) ont analysé l'utilisation des manuels par les élèves dans un contexte de travail collaboratif. Dans cette étude, 56 élèves ont été placés en dyades pour élaborer une carte conceptuelle en introduction à un nouveau cours d'électricité dans deux situations : dans l'une, ils étaient amenés à utiliser les manuels scolaires ; dans l'autre, non (groupe témoin).…”

Section: Le Manuel éTudié Comme Outil Dans Le Contexte De Son Usageunclassified

Points de vue d’enseignants de sciences au premier cycle du secondaire sur les manuels scolaires dans le contexte de l’implantation des nouveaux programmes au Québec*

Hasni

Moresoli

Samson

et al. 2009

rse

View full text Add to dashboard Cite

RésuméCet article présente les résultats d’une enquête réalisée auprès d’enseignants de sciences et technologies au secondaire, pour connaître leurs points de vue sur les manuels scolaires produits dans le contexte de la récente réforme éducative au Québec. Les données recueillies montrent que les enseignants préfèrent des manuels qui leur présentent de manière opérationnelle les savoirs disciplinaires et s’attendent à ce que ces manuels les soutiennent dans la préparation et dans la mise en oeuvre de leur enseignement. Ils se montrent par ailleurs très critiques au regard des manuels qui leur présentent des démarches d’enseignement-apprentissage dans lesquelles le cheminement est préétabli et fermé.

show abstract

Section: Le Manuel éTudié Comme Outil Dans Le Contexte De Son Usageunclassified

Points de vue d’enseignants de sciences au premier cycle du secondaire sur les manuels scolaires dans le contexte de l’implantation des nouveaux programmes au Québec*

Hasni

Moresoli

Samson

et al. 2009

rse

View full text Add to dashboard Cite

show abstract

“…Furthermore, adding supplementary materials or tools for group work may actually have had a negative effect on learning. A study by Van Boxtel, Van der Linden, and Kanselaar (2000) demonstrated that additional materials, such as the use of textbooks, can inhibit elaborative and constructive interaction among peers. Other researchers Werner & Klein, 1999) have reported similar findings: group learning does not always lead to significantly greater learning outcomes compared to individual learning.…”

Section: Discussionmentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

View full text Add to dashboard Cite

IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

show abstract

“…According to Van Meter and Stevens, the central tenet of their theoretical framework "holds that it is the structure of the collaborative discourse, not grouping per se, that has implications for the learning of individual members," and the authors go on to describe three theoretical areas that unfold around this central tenet: "the nature of effective discourse patterns, context factors that support that discourse, and the individual learning gains that can be expected to result" (p. 123). To illustrate the centrality of discourse in learning, Van Meter and Stevens describe Van Boxtel, van der Linden and Kanselaar's (2000) research as finding that "[i]mportantly, it was not elaboration itself that predicted learning outcomes, but collaborative elaboration, in which peers responded to groupmates' comments by adding or extending explanatory statements" (p. 123) represented in Van Meter and Stevens' model as Responsive Communication.Clearly, there are more similarities and differences among these three models than can be explored here. However, two of the similarities bear directly on this article's integrative purpose.…”

mentioning

confidence: 96%

How Group Dynamics Research Can Inform the Theory and Practice of Postsecondary Small Group Learning

Sweet

Michaelsen

2007

Educ Psychol Rev

View full text Add to dashboard Cite

After a brief review of integrative small group learning models that have appeared in the educational psychology literature, this article then looks into the group dynamics literature and describes one of that field's most well-documented findings: that interactions among group members change somewhat predictably over time. How theorists from various traditions within educational psychology might explain and explore the phenomenon of "group development" is proposed, followed by a description of the theoretical and practical features of an increasingly popular post-secondary instructional strategy designed to stimulate group development and leverage it to instructional ends. This strategy is a very specific form of collaborative learning called Team-Based Learning (TBL), and is considered as a promising context for future research into learning group development.Keywords Team-Based Learning (TBL) . Group development . PostsecondaryIn a series of publications, Slavin (1989Slavin ( , 1992Slavin ( , 1996 hypothesized a model of small group learning achievement that integrated six theoretical traditions. As a rationale for this integration and a challenge to future researchers he argued:Until recently, researchers have tended to work on parallel tracks, showing little recognition of work being done in other research traditions on issues related to the achievement effects of cooperative learning. It is now time to look beyond usual disciplinary boundaries to consider more broadly how cooperation among students can enhance their learning.Here we continue this integrative effort, looking across disciplinary boundaries to enrich our understanding of learning in these settings, 1 especially as they occur at the postsecondary level. After a brief review of integrative small group learning models that have appeared recently in the educational psychology literature, we then look into the group dynamics literature and describe one of that field's most well-documented findings: that interactions among group members change somewhat predictably over time. We then propose how theorists from various traditions within educational psychology might explain and explore this phenomenon of "group development," followed by a description of the theoretical and practical features of an increasingly popular post-secondary instructional strategy designed to stimulate group development and leverage it to instructional ends. This strategy is a very specific form of collaborative learning called Team-Based Learning (TBL), and we conclude by considering it as a promising context for future research into how collaborative learning processes change as learning groups develop. Integrative Models of Small Group Learning ProcessesBy definition, integrative theoretical frameworks represent the theorizing of many researchers within a field. Thus, comparing integrative models of small group learning can provide a sweeping view of the current disciplinary landscape. Three frameworks proposed in the last decade that may give us that bird's-eye view are the...

show abstract

The Use of Textbooks as a Tool During Collaborative Physics Learning

Cited by 30 publications

References 17 publications

Points de vue d’enseignants de sciences au premier cycle du secondaire sur les manuels scolaires dans le contexte de l’implantation des nouveaux programmes au Québec*

Points de vue d’enseignants de sciences au premier cycle du secondaire sur les manuels scolaires dans le contexte de l’implantation des nouveaux programmes au Québec*

Tool use in open learning environments: In search of learner-related determinants

How Group Dynamics Research Can Inform the Theory and Practice of Postsecondary Small Group Learning

Contact Info

Product

Resources

About