Teacher Enactment in Collaborat ive Inquiry with a Science Learning Environment
DOI:
https://doi.org/10.58459/icce.2013.1262Abstract
Considering that limited studies have investigated the teacher enactment (TE) of complex ICT-facilitated lessons, a study on exploring the TEs of lessons supported by a science inquiry and collaborative learning environment ( Collaborative Science Inqui ry, CSI ) was conducted. In the study, the topic was “diffusion and osmosis”, and the participants were two teachers with their 43 students (Grade 7) from a secondary school in Singapore. Through examining the two teachers’ characteristics of verbal behaviour and scaffolding for students, as well as comparing students’ learning artefacts and performance, this study uncovers the differences in TEs of CSI lessons and their influence on students’ learning. The findings and implications can inform the effectiveness of assisting TEs with complex science learning environments like the CSI system.