| 25891 |
Creator |
63dcee00858a17aaeeaf49f0344f1fa0 |
| 25891 |
Creator |
e4a6d72b0b6db35a3afc1194dd97de71 |
| 25891 |
Creator |
cb72127efaa38bdbbfb55960efd2e053 |
| 25891 |
Date |
2010-07 |
| 25891 |
Is Part Of |
repository |
| 25891 |
abstract |
In the classroom, children are often asked to work in groups and to discuss learning
activities together. However, they can find this challenging as they do not always
have the necessary discussion and argumentation skills and may fail to understand
what they should aim to achieve. Discussion is important in the science classroom
as it is an opportunity for children to express their views and listen to those of
their peers so a clearer understanding can emerge. However, it is often the case that
teachers adopt a role that focuses on imparting information, thus giving students
little opportunity to discuss their own views. We report on a study that involved
primary school children aged 9-10 years, together with their teachers, in the learner-centred
participatory design and evaluation of software – the Talk Factory – aimed at supporting
exploratory talk in science. The Talk Factory enables the teacher to represent, in
real time on an interactive whiteboard, evolving graphical representations of specific
features of classroom dialogue that constitute exploratory talk. We report on the
participatory design process and how the teachers and students used the software during
science lessons on evaporation. Analysis of video footage of lessons suggest that
the Talk Factory was effective in supporting the teachers’ awareness and facilitation
of exploratory talk, as well as the students’ engagement in rich discussions. We discuss
how the teachers and students used the software to support the development of exploratory
talk in the classroom. We argue that if children are to be enabled to participate
fully in science learning, it is important that they are given the opportunity to
discuss their ideas as a means of developing their own understanding of scientific
concepts. Our study demonstrates that the Talk Factory can go some way to supporting
this. |
| 25891 |
authorList |
authors |
| 25891 |
presentedAt |
ext-1308021785a19e74119eac0612fceecb |
| 25891 |
status |
peerReviewed |
| 25891 |
type |
AcademicArticle |
| 25891 |
type |
Article |
| 25891 |
label |
Kerawalla, Lucinda ; Petrou, Marilena and Scanlon, Eileen (2010). Talk Factory:
the use of graphical representations to support argumentation around an interactive
whiteboard in primary school science. In: Computer-Based Learning in Science, 7-10
Jul 2010, Warsaw, Poland. |
| 25891 |
label |
Kerawalla, Lucinda ; Petrou, Marilena and Scanlon, Eileen (2010). Talk Factory:
the use of graphical representations to support argumentation around an interactive
whiteboard in primary school science. In: Computer-Based Learning in Science, 7-10
Jul 2010, Warsaw, Poland. |
| 25891 |
Title |
Talk Factory: the use of graphical representations to support argumentation around
an interactive whiteboard in primary school science |
| 25891 |
in dataset |
oro |