Constructing knowledge in the context of BioWorld

Authors: Lajoie S.P.¹; Guerrera C.²; Munsie S.D.²; Lavigne N.C.²

Source: Instructional Science, Volume 29, Number 2, March 2001 , pp. 155-186(32)

Publisher: Springer

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Abstract:

BioWorld is a computer learning environment designed for high school biology students. BioWorld complements the biology curriculum by providing a hospital simulation where students can apply what they have learned about body systems to problems where they can reason about diseases. Students work collaboratively at collecting evidence to confirm or refute their hypotheses as they attempt to solve BioWorld cases. The present study examined students' use of BioWorld to solve problems related to the digestive system. Analyses of student actions and verbal dialogue were conducted to pinpoint the types of features within BioWorld that were most conducive to learning and scientific reasoning. An exploratory analysis of the types of assistance provided to students by a teacher, researcher, and BioWorld alone was conducted to examine how scaffolding influenced student actions.

Keywords: computer-based learning environments; argumentation; scientific reasoning; high school biology; problem based learning; coaching

Language: English

Document Type: Regular paper

Affiliations: 1: McGill University (Corresponding author:McGill University, Department of Educational and Counselling Psychology, 3700 McTavish Street, Montreal, QC, Canada H3A 1Y2, e-mail: Lajoie@education.mcgill.ca) 2: McGill University

Publication date: 2001-03-01