About the project
EduAction studies the characteristics of 15 year old students' interactions while solving different tasks within ICT based learning resources. A webpage and a computer-based 3D model are used to support students' knowledge constructions in science. Collaborations documented on videotapes constitute the basis for the analysis. The data are primarily analysed by interaction analysis. Both the students' dialogue and the interactions with different kinds of tools and in particular institutional settings play significant roles. The project is part of Telenor RD's project EduAction.
Objectives
- What characterises students' need for awareness information in computer-based 3D model?
- What characterises students' conceptual practices during problem solving in computer-based 3D model?
- What characterises students' procedural and conceptual knowledge constructions in different institutional settings where a computer-based 3D model play a central role?
- What implications do these features have for further designs of computer based 3D learning environments?
Theory and methods
The project is based on socio-cultural perspectives on learning. These have in common that knowledge is understood in the light of social interactions. Two elements are defined to constitute the core of this interpretation; language and tools. These entities are considered to be cultural and historical sides of knowledge and it is here the socio-cultural position differs from other more traditional interpretations. Knowledge is partly present in the individual, partly in the social interaction and partly in the tools. In this sense knowledge is considered to be both a cognitive and a social process.
In line with the analytical framework, design experiments are used as an interpretation to study the students' collaborative activities. Video recordings as well as semi-structured interviews constitute the bases for the study. These data are analysed by employing interaction analysis.
Partners
Two schools in Oslo and Bærum have participated during designs of the computer-based 3D models and during experimentation periods when these models have been used in an everyday school setting.
Funding and timeframe
Funded by:
Telenor R&D
ITU
Faculty of Education, UiO
Timeframe: 2001-2007
Outcomes
The project has contributed to better understanding of students' knowledge constructions in settings where computer based 3D models are used in science. The findings have been published in international journals. Related projects