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Productive Multivocality in the Analysis of Group Interactions pp 257–263Cite as

Group Scribbles-Supported Collaborative Learning in a Primary Grade 5 Science Class

Part of the Computer-Supported Collaborative Learning Series book series (CULS,volume 15)

Abstract

This chapter describes the setting and context of a group of primary grade 5 (about age 11) students doing a collaborative learning activity in a science class. Data from this setting are analyzed in subsequent chapters in this book section. Students, in groups of four, used a networked technology called Group Scribbles (GS) to jointly complete a learning task—how to connect a circuit with batteries, wire, and a light bulb so that the bulb would light up. They shared information, negotiated meaning, and constructed knowledge through both GS interaction and face-to-face (F2F) discussion. The lesson designers attempted to optimize the use of GS and F2F interaction in real classrooms to support students’ collaborative learning, with the aim of harnessing the specific features of each medium.

Keywords

  • Collaborative Learning
  • Light Bulb
  • Primary Grade
  • Group Video
  • Classroom Talk

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Acknowledgements

This research was funded by the National Research Foundation (Singapore) under Grant NRF2007-IDM003-MOE-001. We are grateful to Mayflower Primary School for collaborating with us on this research.

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Authors and Affiliations

  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Wenli Chen & Chee-Kit Looi

Authors
  1. Wenli Chen
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  2. Chee-Kit Looi
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Editor information

Editors and Affiliations

  1. Dept. of Information & Computer Sciences, University of Hawai'i at Manoa, Honolulu, Hawaii, USA

    Daniel D. Suthers

  2. ICAR Research Lab, CNRS — University of Lyon, LYON, France

    Kristine Lund

  3. Language Technologies Inst. & HCI Inst., Carnegie Mellon University, Pittsburgh, Pennsylvania, USA

    Carolyn Penstein Rosé

  4. Problemshift, Inc., Windsor, Ontario, Canada

    Chris Teplovs

  5. University of Hong Kong Centre for Info. Technology in Education, Hong Kong, Hong Kong SAR

    Nancy Law

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Chen, W., Looi, CK. (2013). Group Scribbles-Supported Collaborative Learning in a Primary Grade 5 Science Class. In: Suthers, D., Lund, K., Rosé, C., Teplovs, C., Law, N. (eds) Productive Multivocality in the Analysis of Group Interactions. Computer-Supported Collaborative Learning Series, vol 15. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-8960-3_14

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