Nate
http://www.geocities.com/Athens/Crete/3011/research_Publications
.html
Overview
This dissertation examines the contributions of teacher and
computer spreadsheet to the
development of correlational reasoning skills in the context of
a computerized instructional
intervention.
In chapter 1 the general context of the problem is presented and
the research problem is
outlined. More specifically, a computerized instructional
intervention aimed at improving
secondary school students correlational reasoning skills is
thoroughly examined and two main
problematic features are identified: (a) a number of computer
properties are associated with the
improved student performance without any solid data being
presented in this respect; (b) the
role of the teacher for the success of the computerized
instructional intervention is not
considered. These two dimensions of the research problem are
then generalized to the literature
and discussed from a historical perspective.
In chapter 2 the research problem is analyzed from a theoretical
and methodological point of
view, in an attempt to determine its origins. Two main claims
are made: (a) a first requirement
in resolving the research problem is a method of investigation
which focuses on the process
rather than the product of a computerized instructional
intervention; (b) a second requirement
for resolving the research problem is a theoretical framework
which provides constructs for the
conceptualization of the main dimensions of the problem, i.e.
teacher and computer spreadsheet.
In chapter 3 a theoretical framework according to chapter 2
specifications is laid out. More
specifically, Distributed Cognitions theory is examined. The
following points are stressed in this
chapter: (a) cognition is not only to be found in the head,
where it supposedly resides; it is
distributed in social and material ways; (b) the social
distribution of cognition involves social
others (parents, teachers and peers) who have to be taken into
account in the process of learning
how to solve a task; (c) the material distribution of cognition
involves artifacts which embody
intelligence and have a significant bearing on the performance
of a task.
A set of methodological tools meeting the requirements set in
chapter 2 is presented in chapter
4. In particular, two types of analyses are described: (a)
discourse analysis, and (b) activity
analysis. Firstly, three types of discourse analysis are
elaborated: frequency, sequential, and
genre discourse analysis, the first two being quantitative while
the last being qualitative. A three
dimensional model for analyzing classroom discourse is also
introduced. Secondly, activity
analysis, which involves the representation of activity in three
levels, is also presented.
In chapter 5 the research problem is revisited and, in light of
the theoretical and methodological
specification discussed in chapters 3 and 4, it is cast in a
researchable form. Based on the
constructs provided in chapter 3, the role of the teacher can be
conceptualized in terms of: (a)
transition from other to self-regulation, and (b) genre
appropriation. On the other hand, the
contribution of the computer spreadsheet can be conceptualized
in terms of (a) amplification,
and (b) transformation. Additionally, two specific research
goals are stated, and the rationale as
well as the setup for investigating them are outlined. In
particular, the design involves
conducting two studies, study 1 to investigate the role of the
teacher in terms of regulation and
genre appropriation, and study 2 to inquire the role of the
computer spreadsheet amplification-wise,
and transformation-wise. Finally, information about the method
and the procedure
followed in conducting these studies is given.