Scientific discourse of citizen scientists: Models as a boundary object for collaborative problem solving

Computers in Human Behavior

Volumn 87, Issue , 2018, Pages 480-492

  Huang, Joey ^a   Hmelo Silver, Cindy E ^a   Jordan, Rebecca ^b   Gray, Steven ^c   Frensley, Troy ^d   Newman, Greg ^e   Stern, Marc J ^d  

^a INDIANA UNIVERSITY   (United States)

^b RUTGERS UNIVERSITY   (United States)

^c MICHIGAN STATE UNIVERSITY   (United States)

^d VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY   (United States)

^e Veterinary Dentistry and Oral Surgery   (United States)

Author keywords

Citizen science; Collaborative learning; Computer based learning environments; Engagement; Participatory modeling; Scientific practices

Indexed keywords

COGNITIVE SYSTEMS; COMPUTER AIDED INSTRUCTION; E-LEARNING; ONLINE SYSTEMS;

CITIZEN SCIENCE; COLLABORATIVE LEARNING; COMPUTER-BASED LEARNING ENVIRONMENTS; ENGAGEMENT; PARTICIPATORY MODELING; SCIENTIFIC PRACTICES;

PROBLEM SOLVING;

ADULT; ARTICLE; COLLABORATIVE LEARNING; CONVERSATION; FEMALE; HUMAN; HUMAN EXPERIMENT; LEARNING ENVIRONMENT; MALE; PROBLEM SOLVING; SCIENTIST;

EID: 85045307904     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.chb.2018.04.004     Document Type: Article

References (22)

1. Akkerman, S.F., Bakker, A., Boundary crossing and boundary objects. Review of Educational Research 81:2 (2011), 132–169.
2. Avouris, N., Dimitracopoulou, A., Komis, V., On analysis of collaborative problem solving: An object-oriented approach. Computers in Human Behavior 19:2 (2003), 147–167.
3. Bonney, R., Cooper, C.B., Dickinson, J., Kelling, S., Phillips, T., Rosenberg, K.V., et al. Citizen science: A developing tool for expanding science knowledge and scientific literacy. BioScience 59:11 (2009), 977–984.
4. Brown, J.S., Collins, A., Duguid, P., Situated cognition and the culture of learning. Educational Researcher 18:1 (1989), 32–42.
5. Cornelius, L.L., Herrenkohl, L.R., Wolfstone-Hsy, J., Organizing collaborative learning experiences around subject matter domains. Hmelo-Silver, C.E., Chinn, C.A., Chan, C.K.K., O'Donnell, A.M., (eds.) The international handbook of collaborative learning, 2013, Routledge, New York, 333–350.
6. Duschl, R.A., Schweingruber, H.A., Shouse, A.W., Taking science to school: Learning and teaching science in grades K-8. 2007, National Academies Press.
7. Gray, S.A., Gray, S., Cox, L.J., Henly-Shepard, S., Mental modeler: A fuzzy-logic cognitive mapping modeling tool for adaptive environmental management. System sciences (hicss), 2013 46th Hawaii international conference on, 2013, January, IEEE, 965–973.
8. Gray, S., Jordan, R., Crall, A., Newman, G., Hmelo-Silver, C., Huang, J., et al. Combining participatory modelling and citizen science to support volunteer conservation action. Biological Conservation 208 (2017), 76–86.
9. Gray, S.A., Zanre, E., Gray, S.R.J., Fuzzy cognitive maps as representations of mental models and group beliefs. Fuzzy cognitive maps for applied sciences and engineering, 2014, Springer Berlin Heidelberg, 29–48.
10. Hmelo-Silver, C.E., Analyzing collaborative knowledge construction: Multiple methods for integrated understanding. Computers & Education 41:4 (2003), 397–420.
11. Hmelo-Silver, C.E., Jordan, R., Liu, L., Chernobilsky, E., Representational tools for understanding complex computer-supported collaborative learning environments. Analyzing interactions in CSCL, 2011, Springer US, 83–106.
12. Hmelo-Silver, C.E., Nagarajan, A., Day, R.S., “It's harder than we thought it would be”: A comparative case study of expert–novice experimentation strategies. Science Education 86:2 (2002), 219–243.
13. Hmelo, C.E., Nagarajan, A., Day, R.S., Effects of high and low prior knowledge on construction of a joint problem space. The Journal of Experimental Education 69:1 (2000), 36–56.
14. Huang, R., Kahai, S., Jestice, R., The contingent effects of leadership on team collaboration in virtual teams. Computers in Human Behavior 26:5 (2010), 1098–1110.
15. Jordan, R.C., Ballard, H.L., Phillips, T.B., Key issues and new approaches for evaluating citizen science learning outcomes. Frontiers in Ecology and the Environment 10:6 (2012), 307–309.
16. Jordan, R.C., Gray, S.A., Howe, D.V., Brooks, W.R., Ehrenfeld, J.G., Knowledge gain and behavioral change in citizen science programs. Conservation Biology 25:6 (2011), 1148–1154.
17. Jordan, R., Gray, S., Sorensen, A., Newman, G., Mellor, D., Hmelo-Silver, C., et al. Studying citizen science through adaptive management and learning feedbacks as mechanisms for improving conservation. Conservation Biology 30:3 (2016), 487–495.
18. Kosko, B., Fuzzy cognitive maps. International Journal of Man-machine Studies 24:1 (1986), 65–75.
19. Lave, J., Wenger, E., Situated learning: Legitimate peripheral participation. 1991, Cambridge university press.
20. McCallie, E., Bell, L., Lohwater, T., Falk, J.H., Lehr, J.L., Lewenstein, B.V., Wiehe, B., Many experts, many audiences: Public engagement with science and informal science education. A CAISE Inquiry Group Report, 2009, 1–83.
21. Özesmi, U., Özesmi, S.L., Ecological models based on people's knowledge: A multi-step fuzzy cognitive mapping approach. Ecological Modelling 176:1 (2004), 43–64.
22. Wartofsky, M.W., Models: Representation and the scientific understanding, Vol. 48, 2012, Springer Science & Business Media.