{"title":"K-12 课堂中的技术强化合作探究:实证研究的系统回顾","authors":"Fan Chen, Gaowei Chen","doi":"10.1007/s11191-024-00538-8","DOIUrl":null,"url":null,"abstract":"<p>Collaborative inquiry is an instructional approach that encourages student groups to engage in scientific inquiry processes, thereby enhancing their critical thinking and exploratory skills. The effective classroom implementation of this method requires ensuring student engagement in each inquiry stage, where technological tools and activity strategies play a crucial role in supporting their inquiry processes. However, the technological tools and activity strategies that contribute to designing classroom activities and fostering students’ engagement in collaborative inquiry remain unclear. This systematic review analyzed 58 empirical studies on technology-enhanced collaborative inquiry in K–12 classrooms. We examined the characteristics of these studies, the technological tools and activity strategies employed, and their reported outcomes and effects on student learning. The results indicate that most classroom practices featured diverse technological tools and activity strategies to support students in collaboratively performing stages of inquiry tasks. The findings highlight the need for further research into effectively integrating technological tools with activity strategies to provide adaptive support for specific inquiry processes, such as hypothesis generation and scientific argumentation. Our synthesis of previous outcome measurements revealed the positive impacts of technology-enhanced collaborative inquiry on students’ content knowledge, overall inquiry process, and scientific skills like argumentation. The implications of these findings are discussed for both researchers and practitioners, emphasizing the necessity of integrating appropriate technological tools and activity strategies to effectively facilitate collaborative inquiry in K–12 classrooms.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Technology-Enhanced Collaborative Inquiry in K–12 Classrooms: A Systematic Review of Empirical Studies\",\"authors\":\"Fan Chen, Gaowei Chen\",\"doi\":\"10.1007/s11191-024-00538-8\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Collaborative inquiry is an instructional approach that encourages student groups to engage in scientific inquiry processes, thereby enhancing their critical thinking and exploratory skills. The effective classroom implementation of this method requires ensuring student engagement in each inquiry stage, where technological tools and activity strategies play a crucial role in supporting their inquiry processes. However, the technological tools and activity strategies that contribute to designing classroom activities and fostering students’ engagement in collaborative inquiry remain unclear. This systematic review analyzed 58 empirical studies on technology-enhanced collaborative inquiry in K–12 classrooms. We examined the characteristics of these studies, the technological tools and activity strategies employed, and their reported outcomes and effects on student learning. The results indicate that most classroom practices featured diverse technological tools and activity strategies to support students in collaboratively performing stages of inquiry tasks. The findings highlight the need for further research into effectively integrating technological tools with activity strategies to provide adaptive support for specific inquiry processes, such as hypothesis generation and scientific argumentation. Our synthesis of previous outcome measurements revealed the positive impacts of technology-enhanced collaborative inquiry on students’ content knowledge, overall inquiry process, and scientific skills like argumentation. The implications of these findings are discussed for both researchers and practitioners, emphasizing the necessity of integrating appropriate technological tools and activity strategies to effectively facilitate collaborative inquiry in K–12 classrooms.</p>\",\"PeriodicalId\":771,\"journal\":{\"name\":\"Science & Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-07-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science & Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s11191-024-00538-8\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11191-024-00538-8","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Technology-Enhanced Collaborative Inquiry in K–12 Classrooms: A Systematic Review of Empirical Studies
Collaborative inquiry is an instructional approach that encourages student groups to engage in scientific inquiry processes, thereby enhancing their critical thinking and exploratory skills. The effective classroom implementation of this method requires ensuring student engagement in each inquiry stage, where technological tools and activity strategies play a crucial role in supporting their inquiry processes. However, the technological tools and activity strategies that contribute to designing classroom activities and fostering students’ engagement in collaborative inquiry remain unclear. This systematic review analyzed 58 empirical studies on technology-enhanced collaborative inquiry in K–12 classrooms. We examined the characteristics of these studies, the technological tools and activity strategies employed, and their reported outcomes and effects on student learning. The results indicate that most classroom practices featured diverse technological tools and activity strategies to support students in collaboratively performing stages of inquiry tasks. The findings highlight the need for further research into effectively integrating technological tools with activity strategies to provide adaptive support for specific inquiry processes, such as hypothesis generation and scientific argumentation. Our synthesis of previous outcome measurements revealed the positive impacts of technology-enhanced collaborative inquiry on students’ content knowledge, overall inquiry process, and scientific skills like argumentation. The implications of these findings are discussed for both researchers and practitioners, emphasizing the necessity of integrating appropriate technological tools and activity strategies to effectively facilitate collaborative inquiry in K–12 classrooms.
期刊介绍:
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]