Scaffolding high school students’ divergent idea generation in a computer-mediated design and technology learning environment

The article describes the principles of ICT design and technology for research in high school, including two subsystems - assessment of intellectual abilities and the selection of students for the intellectual professions, as well as the modeling of cognitive and perceptual activity in the conditions of influence of various factors (internal and external). The description of the psychological tests used in the proposed ICT has been given. It is described an example of student research projects in the field of natural and mathematical sciences on the basis of experimental studies using the developed ICT: identifying the effect of solar activity and geomagnetic field on a physiological state and cognitive performance, communication chronotype and success of high school students learning, appearance of bifurcation in the performance of cognitive tasks rate. These results demonstrated the students' ability to perform using this ICT not only the research training projects, but also the field research to yield new knowledge in mathematics, physics, psychology, medicine and physiology.

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Creativity training in causal inference using the idea post-exposure paradigm: Effects on idea generation in junior high school students

Thinking Skills and Creativity ◽

10.1016/j.tsc.2016.09.006 ◽

2016 ◽

Vol 22 ◽

pp. 152-158 ◽

Cited By ~ 5

Author(s):

Machiko Sannomiya ◽

Yosuke Yamaguchi

Keyword(s):

High School ◽

High School Students ◽

Causal Inference ◽

Junior High School ◽

Junior High ◽

Idea Generation ◽

Junior High School Students ◽

School Students ◽

Post Exposure ◽

Creativity Training

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Investigation of Relations among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement

İlköğretim Online ◽

10.17051/ilkonline.2018.466342 ◽

2018 ◽

Cited By ~ 1

Author(s):

Yezdan Boz ◽

Sevda Yerdelen-Damar ◽

Hatice Belge-Can

Keyword(s):

High School ◽

Middle School ◽

High School Students ◽

Learning Environment ◽

Junior High School ◽

Science Achievement ◽

Junior High ◽

Junior High School Students ◽

Learning Approaches ◽

School Students

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Analysing high school students' participation and interaction in an asynchronous online project-based learning environment

Australasian Journal of Educational Technology ◽

10.14742/ajet.1078 ◽

2010 ◽

Vol 26 (3) ◽

Author(s):

Choon Lang Quek

Keyword(s):

High School ◽

High School Students ◽

Learning Environment ◽

Primary School ◽

Interaction Analysis ◽

Computer Mediated Communication ◽

Project Based Learning ◽

Phase Iii ◽

Future Research ◽

School Students

<span>This study aims to replicate and extend a previous study which was conducted on primary school students' asynchronous online project-based learning. In this study, 276 high school students' participation and interaction in a project-based learning environment was mediated by an asynchronous computer-mediated communication (CMC) tool. The students' high participation revealed their adaptability to this teacher-facilitated learning environment. However, in terms of interaction, these students' notes were found congregating mainly in phase I (comparing and sharing information, 82.7%) but lesser extent in the subsequent phase II (the discovery and exploration of dissonance or inconsistency among ideas, concepts or statement, 13.5%), phase III (negotiation of meaning/co-construction of knowledge, 3.7%) and beyond when these notes were analysed using Gunawardena's Interaction Analysis Model (IAM) (1997). These findings were compared, discussed and referenced to the earlier research conducted in the primary school to surface gaps for future research that will focus on addressing obstacles to students' learning issues pertaining to participation and interaction socially and cognitively in such a learning environment.</span>

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