Linking teacher beliefs, practices and student inquiry-based learning in a CSCL environment: A tale of two teachers

International Journal of Computer-Supported Collaborative Learning

Volumn 7, Issue 1, 2012, Pages 129-159

  Song, Yangjie ^a   Looi, Chee Kit ^a  

^a NANYANG TECHNOLOGICAL UNIVERSITY   (Singapore)

Author keywords

CSCL; Inquiry principle based practices; Progressive inquiry learning; Student learning; Teacher beliefs; Teacher practices

Indexed keywords

EID: 84857995885     PISSN: 15561607     EISSN: 15561615     Source Type: Journal    
DOI: 10.1007/s11412-011-9133-9     Document Type: Article

References (56)

1. Barab, S., & Luehmann, A. L. (2003). Building sustainable science curriculum: Acknowledging and accommodating local adaptation. Science Education, 87(4), 454-467.
2. Beyer, C. J., & Davis, E. A. (2008). Fostering second graders' scientific explanations: A beginning elementary teacher's knowledge, beliefs, and practice. The Journal of the Learning Sciences, 17(3), 381-414.
3. Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway, E. (2000). Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools. Educational Psychologist, 35(3), 149-164.
4. Brown, A., & Campione, J. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. S. R. Glaser (Ed.), Innovations in learning: New environments for education (pp. 289-325). Mahwah: Lawrence Erlbaum Associates, Inc.
5. Chan, C. K. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. International Journal of Computer-Supported Collaborative Learning, 6(2), 147-186.
6. Chan, C., K., K., & Song, Y. (August 3-6, 2010). Towards a principle-based approach for knowledge creation in teacher professional development. Paper presented at the Summer Institute, University of Toronto, Canada.
7. Chen, F.-H., Looi, C.-K., & Chen, W. (2009). Integrating technology in the classroom: A visual conceptualization of teachers' knowledge, goals and beliefs. Journal of Computer Assisted Learning, 25(5), 470-488.
8. Colburn, A. (2000). An Inquiry Primer. Science Scope, 23, 42-44.
9. Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613-642.
10. Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.
11. Dillenbourg, P., Jarvela, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: From design to orchestration. Technology-Enhanced Learning, 1, 3-19.
12. Dillenbourg, P., Zufferey, G., Alavi, H., Jermann, P., DoLenh, S., Bonnard, Q., et al. (2011). Classroom orchestration: The third circle of usability. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), 9th International Conference of Computer-supported Collaborative Learning, vol I (pp. 510-517). Hong Kong: International Society of the Learning Sciences.
13. Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
14. Fishman, B. J., Marx, R. W., Best, S., & Tal, R. T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19(6), 643-658.
15. Fives, H., & Buehl, M. M. (2008). What do teachers believe? Developing a framework for examining beliefs about teachers' knowledge and ability. Contemporary Educational Psychology, 33(2), 134-176.
16. Glazer, E. M., & Hannafin, M. J. (2006). The collaborative apprenticeship model: Situated professional development within school settings. Teaching and Teacher Education, 22(2), 179-193.
17. Goos, M. (2004). Learning mathematics in a classroom community of inquiry. Journal for Research in Mathematics Education, 35(4), 258-291.
18. Hakkarainen, K. (2003). Progressive Inquiry in a computer-supported biology class. Journal of Research in Science Teaching, 40(10), 1072-1088.
19. Hakkarainen, K., Lipponen, L., & Jarvela, S. (2002). Epistemology of inquiry and computer-supported collaborative learning. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation. Computers, cognition, and work (pp. 129-156). Mahwah: Lawrence Erlbaum Associates.
20. Harasim, L. (2002). What makes online learning communities successful. In C. Vrasidas & G. V. Glass (Eds.), Distance education and distributed learning (pp. 181-200). US: Information Age Publishing Inc.
21. Hmelo-Silver, C. E., & Barrows, H. S. (2008). Facilitating collaborative knowledge building. Cognition and Instruction, 26(1), 48-94.
22. Hmelo-Silver, C. E., & Bromme, R. (2007). Coding discussions and discussing coding: Research on collaborative learning in computer-supported environments. Learning and Instruction, 17(4), 460-464.
23. Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.
24. Jacobson, M. J., So, H.-J., Teo, T., Lee, J., Pathak, S., & Lossman, H. (2010). Epistemology and learning: Impact on pedagogical practices and technology use in Singapore schools. Computers & Education, 55(4), 1694-1706.
25. Jaworski, B. (2006). Theory and practice in Mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9(2), 187-211.
26. Krajcik, J. S., & Blumenfeld, P. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317-334). New York: Cambridge.
27. Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614.
28. Lieberman, A., & Mace, D. H. P. (2008). Teacher learning: The key to educational reform. Journal of Teacher Education, 59(3), 226-234.
29. Looi, C. K., Chen, W., & Ng, F.-K. (2010). Collaborative activities enabled by GroupScribbles (GS): An exploratory study of learning effectiveness. Computers in Education, 54(1), 14-26.
30. Looi, C. K., So, H.-J., Toh, Y., & Chen, W. (2011). The Singapore experience: Synergy of national policy, classroom practice and design research. International Journal of CSCL, 6(1), 9-37.
31. Merriam, S. B. (1998). Qualitative research and case study applications in education (2nd ed.). San Francisco: Jossey-Bass Publishers.
32. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks: Sage.
33. Oshima, J., Oshima, R., Murayama, I., Inagaki, S., Takenaka, M., Nakayama, H., et al. (2004). Design experiments in Japanese elementary science education with computer support for collaborative learning: Hypothesis testing and collaborative construction. International Journal of Science Education, 26(10), 1199-1221.
34. Puntambekar, S., Stylianou, A., & Goldstein, J. (2007). Comparing classroom enactments of an inquiry curriculum: Lessons learned from two teachers. The Journal of the Learning Sciences, 16(1), 81-130.
35. Salomon, G. (1998). Novel constructivist learning environments and novel technologies: Some issues to be concerned with. Learning and Instruction, 8(1), 3-12.
36. Sandoval, W. A., & Daniszewski, K. (2004). Mapping trade-offs in teachers' integration of technology-supported inquiry in high school science classes. Journal of Science Education and Technology, 13(2), 161-178.
37. Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.
38. Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In J. W. Guthrie (Ed.), Encyclopedia of education (2nd ed., pp. 1370-1373). New York: Macmillan Reference, USA.
39. Scardamalia, M., & Bereiter, C. (2008). Pedagogical biases in educational technologies. Educational Technology Magazine: The magazine for managers of change in education, 48(3), 3-11.
40. Schoenfeld, A. (2002). Making mathematics work for all children: Issues, standards, testing and equity. Educational Researcher, 31(1), 13-25.
41. Schwarz, C. (2009). Developing preservice elementary teachers' knowledge and practices through modeling-centered scientific inquiry. Science Education, 93(4), 720-744.
42. So, H.-J. (2009). When groups decide to use asynchronous online discussions: Collaborative learning and social presence under a voluntary participation structure. Journal of Computer Assisted Learning, 25(2), 143-160.
43. Speer, N. M. (2008). Connecting beliefs and practices: A fine-grained analysis of a college mathematics teacher's collections of beliefs and their relationship to his instructional practices. Cognition and Instruction, 26(2), 218-267.
44. Stahl, G. (Ed.). (2002). Computer support for collaborative learning: Foundations for a CSCL community. Mahwah: Lawrence Erlbaum Associates, Inc.
45. Stahl, G., Koschmann, T., & Suthers, D. D. (2006). Computer-supported collaborative learning: A historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 406-427). New York: Cambridge University Press.
46. Staples, M. (2007). Supporting whole-class collaborative inquiry in a secondary mathematics classroom. Cognition and Instruction, 25(2-3), 161-217.
47. Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge Cambridgeshire: Cambridge University Press.
48. Tillema, H., & Orland-Barak, L. (2006). Constructing knowledge in professional conversations: The role of beliefs on knowledge and knowing. Learning and Instruction, 16(6), 592-608.
49. Tirosh, D. (2000). Enhancing prospective teachers' knowledge of children's conceptions: The case of division of fractions. Journal for Research in Mathematics Education, 31(1), 5-25.
50. van Aalst, J., & Chan, C. K. K. (2007). Student-directed assessment of knowledge building using electronic portfolios. The Journal of the Learning Sciences, 16(2), 175-220.
51. van Driel, J. H., Bulte, A. M. W., & Verloop, N. (2007). The relationships between teachers' general beliefs about teaching and learning and their domain specific curricular beliefs. Learning and Instruction, 17(2), 156-171.
52. Wallace, C. S., & Kang, N.-H. (2004). An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets. Journal of Research in Science Teaching, 41(9), 936-960.
53. Weinberger, A., & Fischer, F. (2006). A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. Computers in Education, 46(1), 71-95.
54. Weinberger, A., Stegmann, K., & Fischer, F. (2007). Knowledge convergence in collaborative learning: Concepts and assessment. Learning and Instruction, 17(4), 416-426.
55. Yim, J. (2010). Children's strategies for division by fractions in the context of the area of a rectangle. Educational Studies in Mathematics, 73(2), 105-120.
56. Zemel, A., Xhafa, F., & Cakir, M. (2007). What's in the mix? Combining coding and conversation analysis to investigate chat-based problem solving. Learning and Instruction, 17(4), 405-415.