This study explores the relationship between secondary school students’ (N=36, nine groups) group members’ task interpretation and individual and group level regulation during collaborative computer- supported drawing task. Furthermore, it investigates how these factors are related to students learning gains, curiosity for science, feelings of flow and perceptions of collaboration and group processes. The students were invited to use a drawing software on an interactive table in order to make a shared poster of the physics subject matter, namely center of gravity. The collaborative working was videotaped and students’ individual learning gains were assessed with domain knowledge pre- and post-tests. In addition, the students completed science curiosity, flow experience and collaboration scales. The quantitative analysis was made to the questionnaire data. The analysis of the video data focused on sequencing students’ utterances in terms of expressed attempts to self-, co-, and shared regulate the collaboration process, and expressing task interpretation within the groups. The results show that there were a significant increase in the students learning gain. There were also a relation between flow and perceived collaboration. However, even though all the groups discussed about the qualities of a good poster, there were some variations in the content and timing of the task interpretation dialogue. The groups also engage in regulating their collaboration process, and the regulation was linked to the dialogue about the task interpretation. The relation between individual measures and the regulation and task interpretation as expressed in the dialogues will be investigated in more details
|Publication status||Published - 25 Aug 2015|
|Event||16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015: Towards a reflective society: synergies between learning, teaching and research - Limassol, Cyprus|
Duration: 25 Aug 2015 → 29 Aug 2015
Conference number: 16
|Conference||16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015|
|Period||25/08/15 → 29/08/15|
Mykkanen, A., Gijlers, A. H., Jarvenoja, H., Jarvela, S., & Bollen, L. (2015). Collaborative drawing with interactive table in physics: Groups’ regulation and task interpretation. -. Paper presented at 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015, Limassol, Cyprus.