A3 Book chapter

Collaborative Science Lessons— Learning and Argumentation in an Interdisciplinary Virtual Laboratory




List of Authors: Telenius Marko, Yli-Panula Eija, Ahtineva Aija, Vauras Marja

Conference name: Ainedidaktiikan symposium

Place: Jyväskylä

Publication year: 2019

Book title *: Tutkimuksesta luokkahuoneisiin

Title of series: Suomen Ainedidaktisen ttutkimsuseuran julkaisuja, Ainedidaktisia tutkimuksia

Number in series: 15

ISBN: 978-952-5993-26-4

eISBN: 978-952-5993-26-4

ISSN: 1799-960X

URL: https://helda.helsinki.fi/handle/10138/298542


Abstract

This study investigates upper secondary school students’ argumentation and in- terdisciplinary integration of biology and chemistry in a virtual environment. Pre and post-tests (content knowledge, scientific reasoning) were carried out. Stu- dents (n=35) collaborated in small groups to generate hypotheses, study plans and presentations which were analysed by SOLO taxonomy and videotaped spoken products were presented. Results of this qualitative study showed that the students were able to generate hypotheses despite the non-supportive cur- riculum and were able to integrate biological and chemical concepts and spon- taneously argue in virtual environment. The results are discussed with respect to collaborative argumentation and interdisciplinary integration.


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Last updated on 2021-24-06 at 08:56