Scaffolding school students’ scientific argumentation in inquiry-based learning with evidence maps

Okada, Alexandra (2014). Scaffolding school students’ scientific argumentation in inquiry-based learning with evidence maps. In: Okada, Alexandra; Buckingham Shum, Simon J. and Sherborne, Tony eds. Knowledge Cartography: Software Tools and Mapping Techniques. Advanced Information and Knowledge Processing. London: Springer London, pp. 135–172.

DOI: https://doi.org/10.1007/978-1-4471-6470-8_7

Abstract

This chapter reports a research work investigating the potential of Evidence-based Dialogue Mapping to scaffold young teenagers’ scientific argumentation. Our research objective is to better understand students’ usage of dialogue maps created in Compendium to write scientific explanations in inquiry based learning projects. The participants were 20 students, 12–13 years old, in a summer science course for “gifted and talented” children in the UK. Through qualitative analysis of three case studies, we investigate the value of dialogue mapping as a mediating tool in the scientific reasoning process during a set of inquiry-based learning activities. These activities were published in an online learning environment to foster collaborative learning. Students mapped their discussions in pairs, shared maps via the online forum and in plenary discussions, and wrote essays based on their dialogue maps. This study draws on these multiple data sources: students’ maps in Compendium, writings in science and reflective comments about the uses of mapping for writing. Our analysis highlights the diversity of ways, both successful and unsuccessful, in which dialogue mapping was used by these young teenagers. It also presents future work on knowledge maps for social personal and open environments by including examples from the OpenLearn, weSPOT and ENGAGE projects.

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