Semiotic Perspectives to the Students’ Conceptual Development with the Virtual Inquiry in "Young Scientist“ Environment

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Pata, K., Pedaste, M. & Sepp, E. (2007). Semiotic Perspectives to the Students’ Conceptual Development with the Virtual Inquiry in "Young Scientist“ Environment. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 3723-3732). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25913.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
Vancouver, Canada
June 25, 2007
ISBN 1-880094-62-2
  Craig Montgomerie & Jane Seale
AACE

More Information on EDMEDIA
Table of Contents

Authors

Kai Pata, Margus Pedaste, Evald Sepp, Science Didactics Department, University of Tartu, Estonia

Abstract

It was investigated how students developed conceptually when performing inquiry learning in web-based simulation "Young Scientist". Semiotic approach for analyzing information-processing with multiple representations in complex environment was proposed. The progress of 91 6th grade students' conceptual coherence on environmental issues with virtual inquiry was studied. What characterized students' conceptual coherence; how it influenced students' inquiry steps, and what the effect of virtual inquiry on students' conceptual development was, were studied. Three profiles of general conceptual coherence were described. The low level of students' initial conceptual coherence influenced students' effectiveness in the measurement taking phase with the web-based model; ineffective students in the measurement and inference phases showed less progress in their conceptual development.

Keywords

• Virtual Environments
• Students

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