To what extent does classroom discourse synergistically support electronic discourse? A study of the Kids as Global Scientists Message Board.

Abstract

The purpose of this study is to characterize mechanisms by which electronic discourse can be best integrated into a classroom environment and supported by classroom discourse. Sixth grade students participating in an inquiry-rich science program called <italic>Kids as Global Scientists</italic> (KGS) studied weather phenomena using real-time data and on-line collaboration with peers and scientists. This study examined the development of scientific understandings students exhibited on the web-based <italic>KGS Message Board</italic> and what role classroom discourse plays in the process and the product of electronic discourse. Domain analysis of classroom discourse identified three cycles of the Message Board-related activities. Results demonstrated different patterns of teacher-student interaction both across the cycles and between a science classroom and a computer lab. In general, the teacher's conceptual scaffolding was more frequently observed in the science classroom than in the computer lab. In addition, the frequency of conceptual scaffolding increased whereas the frequency of procedural scaffolding decreased overtime in the computer lab. Verbal analysis of electronic discourse revealed that students' understanding of scientific concepts and scientific inquiry varied across the cycles depending on curriculum objectives, the degree of teacher's conceptual scaffolding including explicit modeling, the opportunity to practice, and students' prior understanding of science and technology. The results of this study suggest several recommendations for future design of a learning environment where electronic communication is integrated in a face-to-face classroom environment. To promote students' understanding of scientific inquiry as well as scientific concepts, curriculum should provide explicit and multiple models of scientific inquiry, and curriculum objectives should explicitly address both scientific concepts and inquiry. Students should have multiple opportunities to practice scientific discourse in a meaningful context. This study also argues that a teacher's conceptual scaffolding is more critical in the computer lab than in a traditional classroom, because of the tendency that teacher feedback can easily fall back to procedural scaffolding for using the technology. To ensure proper conceptual scaffolding in the computer lab, this study recommends heterogeneous student grouping, customizable procedural scaffolding through curricula and technology tools, and diverse sources of conceptual scaffolding such as on-line scientists.