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首页> 外文期刊>Instructional Science >The nature of students' sociocognitive activity in handling and processing multimedia-based science material in a small group learning task
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The nature of students' sociocognitive activity in handling and processing multimedia-based science material in a small group learning task

机译：在小组学习任务中处理和处理基于多媒体的科学材料中学生的社会认知活动的性质

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This paper describes a casestudy that investigated students'sociocognitive processes in a multimedia-basedscience learning task. By focusing on students'discursive, cognitive and collaborativeactivity on a micro analytic level, the studydescribes the nature of students' strategicactivity and social interaction whilst handlingand processing information from a multimediaCD-ROM science encyclopaedia. The participantsin the study were eighteen 12-year-old studentsfrom one Finnish elementary classroom workingindividually and in dyads on a poster task. Theresearch data consist of video and audiorecordings, on-line observations, interviews,questionnaires, and assessments of students'poster displays. In addition to cross-analysesof the whole data sample, the results of thestudy are highlighted via three case-basedanalytic descriptions characterising the natureof students' navigation processes, socialinteraction and cognitive activity in themultimedia context. The results of the studyreveal different strategies for informationhandling and processing with multimedia. Thenature of the students' activity show, however,that the cognitive strategies the students usedin processing and handling multimedia-basedscience material and the nature of socialinteractions in which they engaged were ratherprocedural and product-oriented in nature. Thiswas also reflected in the students' posterdisplays indicating rather superficial andincoherent conceptual representations. Thestudy indicates on the whole that moreattention has to be paid to the design ofinstructional situations and pedagogicalsupports for multimedia-based learning.
机译：本文描述了一项案例研究，该研究在基于多媒体的科学学习任务中调查了学生的社会认知过程。通过在微观分析层面上关注学生的讨论，认知和协作活动，该研究描述了学生在处理和处理多媒体CD-ROM科学百科全书中的信息时的战略活动和社会互动的性质。这项研究的参与者是来自一所芬兰小学教室的18名12岁学生，他们分别是二人组和成年组完成海报工作。研究数据包括视频和音频记录，在线观察，访谈，问卷调查以及对学生海报展示的评估。除了对整个数据样本进行交叉分析外，还通过三个基于案例的分析描述来突出研究的结果，这些描述描述了学生在多媒体环境中的导航过程，社交互动和认知活动的性质。研究结果揭示了多媒体信息处理和处理的不同策略。然而，学生活动的性质表明，学生在处理和处理基于多媒体的科学材料时所使用的认知策略以及他们所从事的社会互动的性质本质上是过程性的和产品导向的。这也反映在学生的海报展示中，这些海报展示了相当肤浅和不连贯的概念表示。研究表明，总体而言，对于基于多媒体的学习，教学环境的设计和教学支持的设计应给予更多的关注。

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