| Full text | |
| Author(s): |
Patrícia Fernanda de Oliveira Cabral
[1]
;
Nilcimar dos Santos Souza
[2]
;
Salete Linhares Queiroz
[3]
Total Authors: 3
|
| Affiliation: | [1] Universidade de São Paulo. Instituto de Química de São Carlos. Departamento de Físico-Química - Brasil
[2] Universidade de São Paulo. Instituto de Química de São Carlos. Departamento de Físico-Química - Brasil
[3] Universidade de São Paulo. Instituto de Química de São Carlos. Departamento de Físico-Química - Brasil
Total Affiliations: 3
|
| Document type: | Journal article |
| Source: | Química Nova; v. 40, n. 9, p. 1121-1129, 2017-09-00. |
| Abstract | |
This paper addresses a didactic activity based on computer-supported collaborative learning (CSCL) principles applied to a scientific communication course offered to undergraduate chemistry students. We investigated the dynamics of interactions among the students within the groups focusing on skills of conversation described in the Collaborative Learning Model developed by Soller et al. In a virtual learning environment named eduqui.info students solved investigative case studies related to environmental pollution caused by plastic and oil, replacement of aviation gasoline by ethanol and replacement of trans fat found in foods. The messages posted on eduqui.info Forum were analyzed for the identification of the students' collaboration effectiveness. The major subskills related to Collaborative Learning Model found in the students' messages were inform, argue and request. Activities like the one addressed in this study can help undergraduate chemistry students to learn and apply core scientific concepts and skills. (AU) | |
| FAPESP's process: | 12/05437-5 - Computer-supported Collaborative Argumentation in Undergraduate Chemistry Teaching |
| Grantee: | Nilcimar dos Santos Souza |
| Support Opportunities: | Scholarships in Brazil - Doctorate |