Lasse Lipponen Department of Psychology University of Helsinki P.O. Box 13 SF-00014 University of Helsinki Finland Email:email@example.com tel:+358-40-5563630 fax:+358-9-19123443
Kai Hakkarainen Department of Psychology University of Helsinki P.O. Box 13 SF-00014 University of Helsinki Finland Email:kai. firstname.lastname@example.org tel: +358-50-5634248 fax: +358-9-19123443
The purpose of the study is to report results from an early stage of a longitudinal research on CSILE's (Computer-supported Intentional Learning Environments) cognitive effects in a Finnish elementary school. The study was aimed at analyzing how elementary school students' process of inquiry mediated by the CSILE environment developed from first (third grade) to second (fourth grade) year of CSILE use. The study was carried out by analyzing qualitatively 26 students' written productions in CSILE's database as well as by conducting some structured interviews. The study indicated that the students made a considerable progress in terms of explanation-seeking research questions, explanatory level of knowledge produced by them as well as quality of discourse interaction. However, at this point of time there were no indications of in-depth knowledge advancement that characterize the most successful Canadian CSILE classes. It is argued that facilitation of higher-level practices of inquiry in the context of the CSCL require a lot of pedagogical and epistemological support for both the teachers and students. It seems also to be important to engage a whole school community to the process of pedagogical development rather than deal with individual teachers and classrooms.
The purpose to the study is to present results from an early stage of a four year longitudinal study focused on analyzing cognitive effects of computer-supported collaborative learning (the CSCL). The technological infrastructure of the study was provided by the Computer-supported Intentional Learning Environments (CSILE) developed by Scardamalia and Bereiter ( 1991). CSILE is a networked learning environment for fostering higher-level processes of inquiry in elementary-level education (see Scardamalia & Bereiter, 1994). CSILE provides students a shared space for working productively with knowledge. The system is used to organize students learning projects in the context of such domains of knowledge as mathematics, physics, biology, and history. CSILE fosters participation in research-like process of inquiry at school by engaging students in a process of generating their own research questions, setting up intuitive theories and searching scientific information as well as sharing their cognitive achievements.
CSILE provides an advanced technological infrastructure as well as well-articulated cognitive practices for the CSCL. However, it seems that in order to effectively exploit new technology-based learning environments and corresponding cognitive practices, more systematic research on constraints and____________________