期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：12
页码：1-16
DOI：10.29333/ejmste/95127
出版社：Pamukkale Univ Dept Sci Education
摘要：Project-based learning (PBL) has been suggested as an effective way to engage
students meaningfully in science learning. However, there are many challenges when
implementing PBL in teaching and learning (e.g., difficulty of assessing learning,
students’ hesitation to seek help). This qualitative study investigated how cogenerative
dialogues (cogens) can serve as a pedagogical tool to enhance the quality of teaching
and learning in a PBL-styled student-scientist partnership program. Data sources
included video recording of the internship and cogen activities, field notes, pictures,
student journals, and individual interviews. Drawing on cultural-historical activity
theory, we identified contradictions tangled with the complex interactions in activities
that promoted changes and new developments in teaching and learning. Our analysis
of two case studies suggests that cogens help students transform the contradictions in
their activity systems into opportunities for becoming active learners, critical thinkers,
and collaborative researchers. For transformation to occur, the contradictions must be
recognized, reflected, and acted upon. The purposeful discussion about various
contradictions in cogens allows participants to deeply reflect on their understandings
about learning, teaching, and scientific practice and to disrupt their existing paradigms
in order to negotiate new meanings and understandings to support students’ science
learning.
