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Edited by Dr. Lynne Schrum, George Mason University
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| formerly Journal of Research on Computing in Education |
Volume 40 Number 3 Spring 2008
Distributed Cognition in a Sixth-Grade Classroom: An Attempt to Overcome Alternative Conceptions about Light and Color
Nicos Valanides and Charoula Angeli
University of Cyprus
Abstract
In this study, we discuss the scaffolded design of ODRES (Observe, Discuss, and Reason with Evidence in Science), a computer tool that was designed to be used with elementary school children in science, and report on the effects of learning with ODRES on students’ conceptual understandings about light, color, and vision. Succinctly, dyads of sixth-grade students were engaged in distributed collaborative inquiry regarding the scientific concepts of light, vision, and color in order to solve a mystery problem about a stolen diamond. ODRES was employed to scaffold students’ collaborative inquiry with different tools, such as the simulator that simulates the effects of the color of a light source on an object, the magnifying glass that enables students to make careful observations, and the notebook that organizes the results of students’ investigations. Students performed two cycles of collaborative inquiry, and each cycle was followed by a classroom discussion where students could present their solutions, share information, reflect, raise questions, and get feedback about their proposed solutions. The results showed that learning with ODRES positively affected students’ understandings and promoted a lasting effect on their conceptions. Moreover, the results provide useful guidance about how ODRES can be used as a learning tool in collaborative inquiry, and explain the role of discussion and investigation of inquiry processes at the level of a distributed cognitive system. Implications for designing distributed educational systems for children are finally discussed.
 Download the full article (PDF, 113 KB)
Contributors
Dr. Nicos Valanides is an associate professor in science education at the University of Cyprus. He has undergraduate studies at the Aristotelian University of Thessaloniki (B.A. in Physics, 1969, and B.A. in Law, 1985). He has graduate studies at the American University of Beirut (Teaching Diploma 1980, and M.A. in Education: Teaching Sciences, 1981) and at the University of Albany, State University of New York, SUNY-Albany (M.Sc in Instructional Supervision 1986, and Ph.D. in Curriculum and Instruction and Educational Research, 1990). His research interests include teacher training, methodology of teaching and curricula for science education, development of logical and scientific thinking, science-and-technology literacy, the utilization of ICT in science education, blended learning, and the design of educational interventions and learning environments. (nichri@ucy.ac.cy.)
Dr. Charoula Angeli is an assistant professor in instructional technology at the University of Cyprus. She has undergraduate and graduate studies at Indiana University-Bloomington, USA (BS in Computer Science, 1991, MS in Computer Science, 1993, and Ph.D. in Instructional Systems Technology, 1999). Her research interests include the utilization of educational technologies in K–12, the design of computer-enhanced curricula, educational software design, teacher training, teaching methodology, online learning, and the design of learning environments for the development of critical and scientific thinking skills. (cangeli@ucy.ac.cy.)
Copyright 2008, (International Society for Technology in Education). All rights reserved.
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