Till sidans topp

Sidansvarig: Webbredaktion
Sidan uppdaterades: 2012-09-11 15:12

Tipsa en vän
Utskriftsversion

Rendering controversial s… - Göteborgs universitet Till startsida
Webbkarta
Till innehåll Läs mer om hur kakor används på gu.se

Rendering controversial socioscientific issues legible through digital mapping tools

Artikel i vetenskaplig tidskrift
Författare Anne Solli
Åsa Mäkitalo
Thomas Hillman
Publicerad i International Journal of Computer-Supported Collaborative Learning
Volym 13
Nummer/häfte 413
Sidor 391-418
ISSN 1556-1607
Publiceringsår 2018
Publicerad vid Linnécentret for forskning om lärande (LinCS)
Institutionen för pedagogik, kommunikation och lärande
Sidor 391-418
Språk en
Länkar https://doi.org/10.1007/s11412-018-...
Ämnesord SSI, Digital mapping tools, Mediational means, Complexity Information seeking, Science education
Ämneskategorier Pedagogik

Sammanfattning

Giving students opportunities to work collaboratively with complex online information is important for the development of democratic citizenship, but providing and structuring these opportunities poses pedagogical challenges. In this study, we investigate how digital mapping tools developed within Science and Technology Studies (STS) are used by upper secondary science students for the collaborative exploration and ordering of controversial socio-scientific issues (SSIs) found online. Our sociocultural approach to detailed analysis of video data reveals how students synchronously construct shared interactive visualizations and respond collaboratively to mediating features of the network visualization tool for handling multiple perspectives and information encountered online. The analysis shows how the tool-mediated activity provided means for students to work out what is relevant and useful in a corpus of online data. We unpack the details of the complex dynamics of this process of evaluating and categorizing websites, uncovering ways that interaction with emerging knowledge artefacts is co-constitutive of participation in the local setting. In particular, this analysis reveals how the tool-mediating activity slows down the process of judging and categorizing online material in terms of criteria such as institutional status, trustworthiness, and position of a controversy. Furthermore, it reveals that alignments and misalignments between the digital tool used and students’ own logics prompted students to engage in productive collaborative negotiation of how to make sense of a controversy.

Sidansvarig: Webbredaktion|Sidan uppdaterades: 2012-09-11
Dela:

På Göteborgs universitet använder vi kakor (cookies) för att webbplatsen ska fungera på ett bra sätt för dig. Genom att surfa vidare godkänner du att vi använder kakor.  Vad är kakor?