The nature of middle school learners' science content understandings with the use of on-line resources

Early research on using the World Wide Web indicated that middle school students did not explore much and used Web tools naively. In response to these challenges, an on-line research engine, Artemis, was designed to provide a permanent workspace and allow students access to preselective on-line resources. This study investigated the depth and accuracy of sixth-grade students’ content understandings as well as their use of search and assess strategies when they used on-line resources via Artemis. Eight student pairs from two science classes experienced support from teachers and used scaffolded curriculum materials while completing four on-line inquiry units during 9 months. Multiple sources of data were collected, including video recordings of students’ computer activities and conversations, students’ artifacts and online postings, classroom and lab video recordings, and interview transcripts. Analyses of data showed that students constructed meaningful understandings through on-line inquiry, although the accuracy and depth of their understandings varied. The findings suggest that students might develop accurate and in-depth understandings if they use search and assess strategies appropriately, if resources are thoughtfully chosen, and if support from the learning environment is extensively provided. This research lends evidence to questions regarding the value of students engaging in on-line inquiry. 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 323–346, 2003 Educators in the 20th century have seen a number of technological innovations enter into science classrooms across the United States. The most recent innovation for classrooms, the use of the World Wide Web (WWW), offers yet another opportunity for enhancing the ways in which teachers teach and learners learn, although this claim has been left largely unexamined. The increased reliance on the World Wide Web for providing educational experiences to Grade K–12 learners requires the immediate attention of the research community. Advocates (Barrie & Presti, 1996; Kinzie, Larsen, Burch, & Boker, 1996; Ryder & Graves, 1997) speak to the potential of the WWW as an instructional tool for classrooms. The Internet and WWW could change the nature Contract grant sponsor: NSF/DARPA/NASA Digital Library Initiative; Contract grant number: IRI-9411287; Contract grant sponsor: NSF NIE; Contract grant number: RED-9554205. Correspondence to: Hsin-Kai Wu; E-mail: hkwu@umich.edu DOI 10.1002/tea.10079 Published online in Wiley InterScience (www.interscience.wiley.com). 2003 Wiley Periodicals, Inc. of learning by increasing access to instructional materials in a variety of media (Kinzie et al., 1996), promoting students’ skills in information gathering and problem solving (Ryder & Graves, 1997), encouraging network collaborations (Tinker & Haavind, 1997), and having access to decentralized resources (Tinker & Haavind, 1997). However, although a large collection of literature speaks to the positive nature of the use of WWW resources in science classrooms, other sources (Lookatch, 1995; Maddux, 1996; Winebrener, 1997; Stoll, 1998) remain pessimistic on its application as an instructional tool. Winebrener (1997) showed that students can become misled by viewing falsified information posted on the Web, frustrated owing to an inability to locate specific information easily, and confused with varying forms of navigation found on individual pages. Maddux (1996) supported these cautions and argued that the assumption that hypermedia and open-ended exploration of data are more consistent with the way children think has not been verified through research yet. The complexity of these issues and messages provides uncertain guidance to policymakers and educators who continue to implement these tools in classrooms across the United States. Given the variety of literature for both positive aspects and challenges associated with using the WWW in Grade K–12 classrooms, it is critical to provide empirical evidence of its affect on schools. This study was part of a series of design experiments within an intensive educational project and conducted based on principles delineated by Brown (1992) and Collins (1999). It was initiated in response to prior work on using the WWW (Hoffman, Kupperman, & Wallace, 1997; Lyons, Hoffman, Krajcik, & Soloway, 1997; Wallace, Kupperman, Krajcik, & Soloway, 2000) that showed a mismatch between the intended goals of the project and behaviors of students as they engaged in on-line investigations. Students did not explore much, did not evaluate sources, tended to seek answers rather than aim for understanding, and used Web tools naively. In response to this feedback, an information-seeking interface, Artemis, was designed based on learner-centered design principles (Soloway, Guzdial, & Hay, 1994). This interface, including a research engine and a permanent workspace, allows students access to a digital library that contains preselective, preapproved, and age-appropriate on-line resources for middle school learners. It helps students focus on the content of the on-line resource, evaluate its usefulness, and synthesize information rather than spending the majority of time simply locating appropriate sites on the WWW. In addition, Wallace et al. (2000) concluded that factors influencing student’s actions during on-line sessions were the pedagogical approach employed by the teacher and corresponding degree of support received during the inquiry units, both onand off-line. Therefore, this study developed on-line and off-line learning materials to provide scaffolding, which allowed students to accomplish tasks they could not do alone (Wood, Burner, & Ross, 1976; Palinscar & Brown, 1984), to support students’ information-seeking activities as they asked question of interest, searched for information, assessed their findings, and created rich representations of their newly constructed understandings. This yearlong study investigates the depth and accuracy of sixth-grade students’ content understandings as well as their use of search and assess strategies as they used on-line resources via Artemis. This study focuses on the following questions: 1. What depth and accuracy of content understanding do learners demonstrate with the use of on-line resources? To what extent are these made visible in learners’ products and conversations? 2. What insights can be suggested between learners’ use of search and assess strategies and the depth and accuracy of content understandings that they demonstrate? 3. What insights can be suggested regarding the quality of on-line resources and the depth and accuracy of content understandings that they demonstrate? 324 HOFFMAN ET AL.