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Journal of Research in Science Teaching
written by Gregory Kelly and Teresa Crawford
Language use in student laboratory groups makes apparent students' conceptions in science, their interpretation of the activity or task, and the negotiation of the roles of the members. This article reports on a methodological approach to analyze student discourse systematically. Four Grade 12 lab groups working on microcomputer-based laboratories (MBL) are the focus of the study. The MBL experiences were used to help students link oscillatory motion to graphical representations. Study of student discourse reveals the role the computer plays in the group context and the ways that this context is shaped by the computer. Developing a better understanding of the role of the computer in student conversations suggests ways to fruitfully construct contexts for learning physics.
Journal of Research in Science Teaching: Volume 33, Issue 7, Pages 693-707
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
= Cooperative Learning
- Technology
= Computers
General Physics
- Physics Education Research
- Reference Material
= Research study
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© 1996 John Wiley & Sons, Inc.
DOI:
10.1002/(SICI)1098-2736(199609)33:7<693::AID-TEA1>3.0.CO;2-I
Keywords:
Computer Assisted Instruction, Computer Uses in Education, Discourse Analysis, Group Dynamics, Microcomputer Based Laboratories, Physics, Science Experiments, Secondary Education
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
November 23, 2005 by Vince Kuo
Last Update
when Cataloged:
December 7, 1998
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Record Link
AIP Format
G. Kelly and T. Crawford, J. Res. Sci. Teaching 33 (7), 693 (1996), WWW Document, (http://dx.doi.org/10.1002/(SICI)1098-2736(199609)33:7%3C693::AID-TEA1%3E3.0.CO;2-I).
AJP/PRST-PER
G. Kelly and T. Crawford, Students' interaction with computer representations: analysis of discourse in laboratory groups J. Res. Sci. Teaching 33 (7), 693 (1996), <http://dx.doi.org/10.1002/(SICI)1098-2736(199609)33:7%3C693::AID-TEA1%3E3.0.CO;2-I>.
APA Format
Kelly, G., & Crawford, T. (1998, December 7). Students' interaction with computer representations: analysis of discourse in laboratory groups. J. Res. Sci. Teaching, 33(7), 693-707. Retrieved September 2, 2014, from http://dx.doi.org/10.1002/(SICI)1098-2736(199609)33:7%3C693::AID-TEA1%3E3.0.CO;2-I
Chicago Format
Kelly, Gregory, and Teresa Crawford. "Students' interaction with computer representations: analysis of discourse in laboratory groups." J. Res. Sci. Teaching. 33, no. 7, (December 7, 1998): 693-707, http://dx.doi.org/10.1002/(SICI)1098-2736(199609)33:7%3C693::AID-TEA1%3E3.0.CO;2-I (accessed 2 September 2014).
MLA Format
Kelly, Gregory, and Teresa Crawford. "Students' interaction with computer representations: analysis of discourse in laboratory groups." J. Res. Sci. Teaching 33.7 (1996): 693-707. 2 Sep. 2014 <http://dx.doi.org/10.1002/(SICI)1098-2736(199609)33:7%3C693::AID-TEA1%3E3.0.CO;2-I>.
BibTeX Export Format
@article{ Author = "Gregory Kelly and Teresa Crawford", Title = {Students' interaction with computer representations: analysis of discourse in laboratory groups}, Journal = {J. Res. Sci. Teaching}, Volume = {33}, Number = {7}, Pages = {693-707}, Month = {December}, Year = {1998} }
Refer Export Format

%A Gregory Kelly
%A Teresa Crawford
%T Students' interaction with computer representations: analysis of discourse in laboratory groups
%J J. Res. Sci. Teaching
%V 33
%N 7
%D December 7, 1998
%P 693-707
%U http://dx.doi.org/10.1002/(SICI)1098-2736(199609)33:7%3C693::AID-TEA1%3E3.0.CO;2-I
%O text/html

EndNote Export Format

%0 Journal Article
%A Kelly, Gregory
%A Crawford, Teresa
%D December 7, 1998
%T Students' interaction with computer representations: analysis of discourse in laboratory groups
%J J. Res. Sci. Teaching
%V 33
%N 7
%P 693-707
%8 December 7, 1998
%U http://dx.doi.org/10.1002/(SICI)1098-2736(199609)33:7%3C693::AID-TEA1%3E3.0.CO;2-I


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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