NDLI: Linking teacher beliefs, practices and student inquiry-based learning in a CSCL environment: A tale of two teachers

Content Provider	Springer Nature Link
Author	Song, Yangjie Looi, Chee Kit
Copyright Year	2011
Abstract	The links uncovered by research connecting teacher beliefs to classroom practice and student inquiry-based learning are tenuous. This study aims at examining (a) how teacher beliefs influenced practices; and (b) how the influence on practices, in turn, impacted student inquiry learning in a CSCL environment. Through a fine-grained comparative analysis of two cases, this study explores how two teachers with different collections of beliefs enacted the same mathematics lesson on division and fractions in a CSCL environment premised on inquiry principles, and what the connections between different enactments and students’ progressive inquiry process and outcomes were. The findings suggest that the two teachers’ adherence to different beliefs led to different practices, which in turn contributed to different student learning processes and outcomes. We interpret these differences that shaped the students’ opportunities for progressive inquiry in the CSCL environment. We conclude that the teacher holding “innovation-oriented” beliefs tended to enact the lesson in patterns of inquiry-principle-based practices and technology-enhanced orchestration; these patterns interacted with each other to contribute to student inquiry learning and effective use of technology affordances.
Starting Page	129
Ending Page	159
Page Count	31
File Format	PDF
ISSN	15561607
Journal	International Journal of Computer-Supported Collaborative Learning
Volume Number	7
Issue Number	1
e-ISSN	15561615
Language	English
Publisher	Springer US
Publisher Date	2011-11-05
Publisher Institution	International Society of the Learning Sciences
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Teacher beliefs Teacher practices Student learning CSCL Progressive inquiry learning Inquiry principle-based practices User Interfaces and Human Computer Interaction Educational Technology Computers and Education Cognitive Psychology Learning & Instruction
Content Type	Text
Resource Type	Article
Subject	Education Human-Computer Interaction

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
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