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  Principle Name: Promote productive interactions            
  Created by: Linn, Davis, Bell
  Last change by Editorial Board at 2007-12-25 05:50:26
  
Images of connected features:
 
TAPPED IN uses familiar academic setting
 
Meshing Perceptual and Conceptual Ideas in eSTEP
 
Alternated Individual and Group Discourse (eStep)
 
Discussion Maker (Automated Sorting)
 
Supports for teacher collaboration in eStep

Connections 
Meta-Principles connections:
  • Help Students Learn from Each Other
  • Features connections:
  • TAPPED IN uses familiar academic setting
  • Meshing Perceptual and Conceptual Ideas in eSTEP
  • Threaded forum to support interaction between teachers (in CASES)
  • Alternated Individual and Group Discourse (eStep)
  • Discussion Maker (Automated Sorting)
  • Supports for teacher collaboration in eStep
  • Multiple ways to engage with science curriculum in PD programs for principals
  • Guiding whole-class discussions in IQWST
  • Concept mapping


  • Description:
    This principle calls for designing activities to promote productive and respectful interactions among learners, and between learners and teachers. Properly designed interactions, with or without computer support, can encourage learners to participate in individual and group knowledge-building processes, which can foster integrated understanding. Interactions with peers and teachers provide opportunities for individuals to learn about each other and develop an appreciation of the knowledge and experience of other participants; this assists in generating a productive climate for peer learning.
    Theoretical background: 

    Tips (Challenges, Limitations, Tradeoffs, Pitfalls):
    It is not easy to encourage all learners to participate; discussions often involve only a few students who dominate the discourse.
    Groups vary in their success—some discussions have few participants and limited impact while others engage all the learners.
    References (Off-line):
    Kali, Y., Fortus, D., & Ronen-Fuhrmann, T. (in press). Synthesizing TELS and CCMS design knowledge. In Y. Kali, M. C. Linn & J. E. Roseman (Eds.), Designing Coherent Science Education. NY: Teachers College Press.

    Linn, M. C., & Hsi, S., 2000. Computers, Teachers, Peers: Science Learning Partners. Hillsdale, NJ: Lawrence Erlbaum Associates.

    Wellesley College Center for Research on Women. (1992). How schools shortchange girls (Executive Summary). Washington, DC: American Association of University Women Educational Foundation.

    Hsi, S. (1997). Facilitating knowledge integration in science through electronic discussion: The Multimedia Forum Kiosk. Unpublished doctoral dissertation, University of California, Berkeley, CA.

    AAUW. (2000). Tech-Savvy: Educating girls in the new computer age. Washington, D.C.: AAUW.

    Mayberry, M. (1998). Reproductive and resistant pedagogies: The comparative roles of collaborative learning and feminist pedagogy in science education. Journal of Research in Science Teaching, 35(4), 443-459.

    Yerushalmi, E., and Eylon, B. (2000). Teachers' Approaches to promoting self-monitoring in Physics problem solving by their students. Paper presented at the International Conference: Physics Teacher Education Beyond 2000.

    Hsi, S., & Hoadley, C. M. (1997). Productive discussion in science: Gender equity through electronic discourse. Journal of Science Education and Technology, 6(1), 23-26.

    Linn, M. C., Davis, E. A., Bell, P., & Eylon, B.-S. (2004). Final Thoughts: Internet Environments for Science Education (Ch.14). Mahwah, NJ: Lawrence Erlbaum Associates.

    Hoadley, C. M. (2004). Fostering productive collaboration offline and online: learning from each other. In M. Linn, E. Davis & P. Bell (Eds.), Internet Environments for Science Education (pp. 145-174). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.


    Summary of changes (wiki):
    - Change description
    - add references
    History