Fostering students' inquiry aptitudes and collaborative reasoning in higher education science courses with social annotation tools and collaborative platforms
{"title":"Fostering students' inquiry aptitudes and collaborative reasoning in higher education science courses with social annotation tools and collaborative platforms","authors":"Chiara Elmi","doi":"10.1111/ssm.18316","DOIUrl":null,"url":null,"abstract":"Interactive digital technologies are playing an increasingly important part in education for enhancing collaborative learning processes and improving engagement. Social annotation (SA) tools and collaborative platforms are an innovative way to involve students to give and take feedback, annotate, and brainstorm on complex topics in science, technology, engineering, and mathematics (STEM). This article focuses on innovative practices that integrate inquiry‐based discussions using SA tools and collaborative platforms to promote undergraduate students' interest and curiosity about sciences. In this article, lectures were combined with inquiry‐based discussions using an open education SA tool and an open‐access collaborative platform to engage students in a meaningful dialog with peers on scientific topics. Students debated with peers on scientific content in an online environment. Findings show that the integration of inquiry‐based discussions using SA tools and collaborative platforms provides a practical way to effectively improve students interest in science. The information reported in this article can support STEM instructors in designing collaborative learning activities in online and hybrid settings that spark students' curiosity and inquiry attitude about natural sciences.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Science and Mathematics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1111/ssm.18316","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Interactive digital technologies are playing an increasingly important part in education for enhancing collaborative learning processes and improving engagement. Social annotation (SA) tools and collaborative platforms are an innovative way to involve students to give and take feedback, annotate, and brainstorm on complex topics in science, technology, engineering, and mathematics (STEM). This article focuses on innovative practices that integrate inquiry‐based discussions using SA tools and collaborative platforms to promote undergraduate students' interest and curiosity about sciences. In this article, lectures were combined with inquiry‐based discussions using an open education SA tool and an open‐access collaborative platform to engage students in a meaningful dialog with peers on scientific topics. Students debated with peers on scientific content in an online environment. Findings show that the integration of inquiry‐based discussions using SA tools and collaborative platforms provides a practical way to effectively improve students interest in science. The information reported in this article can support STEM instructors in designing collaborative learning activities in online and hybrid settings that spark students' curiosity and inquiry attitude about natural sciences.
交互式数字技术在教育中发挥着越来越重要的作用,它可以加强协作学习过程,提高参与度。社交注释(SA)工具和协作平台是一种创新的方式,可以让学生参与其中,就科学、技术、工程和数学(STEM)领域的复杂主题提供和接受反馈、进行注释和集思广益。本文重点介绍了利用 SA 工具和协作平台整合探究式讨论的创新实践,以提高本科生对科学的兴趣和好奇心。在本文中,讲座与探究式讨论相结合,使用开放教育 SA 工具和开放式协作平台,让学生就科学话题与同伴进行有意义的对话。学生们在网络环境中就科学内容与同伴展开辩论。研究结果表明,利用 SA 工具和协作平台整合探究式讨论是有效提高学生科学兴趣的实用方法。本文报告的信息可以帮助科学、技术和工程学教师设计在线和混合环境下的协作学习活动,激发学生对自然科学的好奇心和探究态度。