DOI: 10.18848/2327-7971/cgp/a221 ISSN: 2327-915X

Investigating the Impact of Contextual Learning on Sensemaking and Knowledge Co-Construction in Asynchronous Collaborative Problem-Solving Activities

Alice Barana, Marina Marchisio Conte, Sara Omegna
Show PDF Cite
<p>Research in mathematics education has shown that contextualized learning environments enhance students’ engagement and conceptual understanding. The purpose of this research is to understand whether the context of learning through collaborative problem-solving in mathematics in a Computer-Supported Collaborative Learning (CSCL) environment affects sensemaking and collaborative knowledge construction. The dataset of this study includes the asynchronous discussions of eleventh-grade students involved in extracurricular mathematics activities in a digital learning environment: they were challenged with mathematical problems contextualized in the real world to be solved using an Advanced Computing Environment (ACE). They could share doubts, ideas, and solving approaches through a forum system. The content of 1,662 messages sent through the forum was qualitatively analyzed using an adapted version of the Interaction Analysis Model (IAM) developed by Gunawardena, Lowe, and Anderson. Lastly, a quantitative analysis was carried out to investigate their evolution during the project and how the context of the problem influenced the level of knowledge co-construction, which is akin to the sensemaking model developed by Odden and Russ. The results show that students achieved the highest levels of knowledge co-construction and sensemaking when discussing problems contextualized in the most relevant issues for them.</p>

More from our Archive