Research and Teaching: Online Collaborative Misconception Mapping Strategy Enhanced Health Science Students' Discussion and Knowledge of Basic Statistical Concepts

Autor/inn/en	Sas, Magdalena; Bendixen, Lisa D.; Crippen, Kent J.; Saddler, Sterling
Titel	Research and Teaching: Online Collaborative Misconception Mapping Strategy Enhanced Health Science Students' Discussion and Knowledge of Basic Statistical Concepts
Quelle	In: Journal of College Science Teaching, 46 (2017) 6, S.88-99 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Health Sciences; Science Instruction; College Science; Concept Mapping; Group Activities; Misconceptions; Computer Mediated Communication; Group Discussion; Scaffolding (Teaching Technique); Outcomes of Education; Synchronous Communication; Asynchronous Communication; Distance Education; Quasiexperimental Design; Pretests Posttests; Undergraduate Students; Learning Strategies; Questionnaires; Statistical Analysis; Statistics; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept Map; Gruppenaktivität; Missverständnis; Computerkonferenz; Gruppendiskussion; Lernleistung; Schulerfolg; Distance study; Distance learning; Fernunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Statistische Analyse; Statistik
Abstract	Online discussions have become inherent components of both face-to-face and distance education college courses, yet they often fail to provide much benefit to students' learning outcomes. One reason behind this phenomenon is the lack of or inadequate scaffolding or guidance provided to students when participating on asynchronous discussion boards. Although some existing tools and strategies may encourage meaningful academic discussions by eliciting conflict among students, scientific concepts do not always lend themselves to such discourse. Instead, collaborative activities in the area of science need to incorporate the co-critiquing of a flawed external source, with appropriate scaffolding to also benefit students with low self-regulation levels by mediating cognitive and metacognitive processes. The authors designed and tested such a tool, termed Collaborative Misconception Mapping (CMM), which combines the positive effects of concept mapping and the Questioning the Author comprehension strategy. Compared with a discussion-questions based online activity, the use of the online CMM strategy lead to more meaningful discussions, as well as increased knowledge of basic statistical concepts. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01