Abstract
This is a study of learning situations resulting from pedagogy and digital media focusing on both collaboration and meaning generation in science and on the interactions and interdependencies of these two aspects of a learning environment. With respect to the former, special attention was given to what we call ‘learning to learn together’ (L2L2) a kind of social meta-cognition. With respect to the latter, we studied how students made sense of non-intuitive parameters in a newtonian phenomenon. The study took place in the framework of a multi-organizational European R&D project titled ‘METAFORA’. We report a design-based research study carried out in a High School in Greece where students used the projects’ specially developed on-line platform together with a Newtonian Physics microworld as a solid ground in order to interact and engage in meaningful negotiations concerning the scientific concepts integrated in the ICT tools.
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- 1.
One group of 4 volunteered to work using the Metafora platform’s tools in English interface and to answer the questions in English (ENG group).
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Acknowledgements
Metafora: “Learning to learn together: A visual language for social orchestration of educational activities”. EC – FP7-ICT-2009-5, Technology-enhanced Learning, No. 257872.
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Smyrnaiou, Z., Moustaki, F., Kynigos, C. (2016). Inquiry and Meaning Generation in Science While Learning to Learn Together: How Can Digital Media Provide Support?. In: Riopel, M., Smyrnaiou, Z. (eds) New Developments in Science and Technology Education. Innovations in Science Education and Technology, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-22933-1_11
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DOI: https://doi.org/10.1007/978-3-319-22933-1_11
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