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Information -seeking strategies and science content understandings of sixth-grade students using on-line learning environments.

dc.contributor.authorHoffman, Joseph Loris
dc.contributor.advisorKrajcik, Joseph S.
dc.date.accessioned2016-08-30T17:59:31Z
dc.date.available2016-08-30T17:59:31Z
dc.date.issued1999
dc.identifier.urihttp://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:9959779
dc.identifier.urihttps://hdl.handle.net/2027.42/132156
dc.description.abstractThis study examined the information-seeking strategies and science content understandings learners developed as a result of using on-line resources in the University of Michigan Digital Library and on the World Wide Web. Eight pairs of sixth grade students from two teachers' classrooms were observed during inquiries for astronomy, ecology, geology, and weather, and a final transfer task assessed learners' capabilities at the end of the school year. Data included video recordings of students' screen activity and conversations, journals and completed activity sheets, final artifacts, and semi-structured interviews. Learners' information-seeking strategies included activities related to asking, planning, tool usage, searching, assessing, synthesizing, writing, and creating. Analysis of data found a majority of learners posed meaningful, openended questions, used technological tools appropriately, developed pertinent search topics, were thoughtful in queries to the digital library, browsed sites purposefully to locate information, and constructed artifacts with novel formats. Students faced challenges when planning activities, assessing resources, and synthesizing information. Possible explanations were posed linking pedagogical practices with learners' growth and use of inquiry strategies. Data from classroom-lab video and teacher interviews showed varying degrees of student scaffolding: development and critique of initial questions, utilization of search tools, use of journals for reflection on activities, and requirements for final artifacts. Science content understandings included recalling information, offering explanations, articulating relationships, and extending explanations. A majority of learners constructed partial understandings limited to information recall and simple explanations, and these occasionally contained inaccurate conceptualizations. Web site design features had some influence on the construction of learners' content understandings. Analysis of data suggests sites with high quality general design, navigation, and content helped to foster the construction of broad and accurate understandings, while context and interactivity had less impact. However, student engagement with inquiry strategies had a greater impact on the construction of understandings. Gaining accurate and in-depth understandings from on-line resources is a complex process for young learners. Teachers can support students by helping them engage in all phases of the information-seeking process, locate useful information with prescreened resources, build background understanding with off-line instruction, and process new information deeply through extending writing and conversation.
dc.format.extent262 p.
dc.languageEnglish
dc.language.isoEN
dc.subjectContent
dc.subjectInformation-seeking
dc.subjectLearning Environments
dc.subjectLine
dc.subjectOnline
dc.subjectScience
dc.subjectSixth-grade
dc.subjectStrategies
dc.subjectStudents
dc.subjectUnderstandings
dc.subjectUsing
dc.titleInformation -seeking strategies and science content understandings of sixth-grade students using on-line learning environments.
dc.typeThesis
dc.description.thesisdegreenamePh.D.
dc.description.thesisdegreedisciplineCommunication and the Arts
dc.description.thesisdegreedisciplineEducation
dc.description.thesisdegreedisciplineEducational technology
dc.description.thesisdegreedisciplineInformation science
dc.description.thesisdegreedisciplineScience education
dc.description.thesisdegreedisciplineSecondary education
dc.description.thesisdegreegrantorUniversity of Michigan, Horace H. Rackham School of Graduate Studies
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/132156/2/9959779.pdf
dc.owningcollnameDissertations and Theses (Ph.D. and Master's)


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