The purpose of this study was to investigate whether engaging students in computer supported collaborative activities in a knowledge-building environment could help them develop a deeper understanding of the nature of scientific theories. Findings indicated: 1) students’ views of the nature of scientific theories significantly changed, becoming more constructivist-oriented toward the end of the semester; 2) there was a statistically significant relationship between students’ online interactive activities and their enhanced understanding of the nature of scientific theories. In sum, engaging students in computer supported collaborative activities in a knowledge-building environment seems to be supportive in helping students develop a more informed view of the nature of scientific theories.
Relation:
International Journal of Information and Education Technology, 5(11), 832-835
