Abstract
We explore characteristics of group interactions in an afterschool program designed for middle school students to practice integrated STEM learning and digital literacies. In the program, students self-selected roles (e.g., writers, scientists, artists, and engineers) and worked in small groups to create multimedia science fictions. In order to understand the high integration level between science and writing in one focus group's final product, this study examines students' collaborative learning processes, the characteristics of their interactions, and their role-changing patterns. We found that the high integration level between science and writing may be explained by (a) the interactions between the writer and the scientist during discussion and multimodal composing, and (b) the catalyst role of the artist in the group discussion.
| Original language | English (US) |
|---|---|
| Title of host publication | 12th International Conference of the Learning Sciences, ICLS 2016 |
| Subtitle of host publication | Transforming Learning, Empowering Learners, Proceedings |
| Editors | Chee-Kit Looi, Joseph L. Polman, Ulrike Cress, Peter Reimann |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 346-353 |
| Number of pages | 8 |
| Volume | 1 |
| ISBN (Electronic) | 9780990355090 |
| State | Published - 2016 |
| Externally published | Yes |
| Event | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: Jun 20 2016 → Jun 24 2016 |
Conference
| Conference | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 |
|---|---|
| Country/Territory | Singapore |
| City | Singapore |
| Period | 6/20/16 → 6/24/16 |
Keywords
- Collaborative learning
- Digital literacies
- Interdisciplinary learning
- Multimodality
- Role-taking
- Science literacy
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education