Abstracts - Earli

these 46 strategies are very seldom or never used. The most effective group was cognitivestrategies. In the regression model the strategies explain quite well and significantly the grade atschool and the proficiency, the model is better if we include some other variables like motivation,stay abroad, and teacher). A significantly positive effect of teacher on learning strategies wasfound.L831 August 2007 11:00 - 12:20Room: PP8Poster SessionChair:Poster sessionBeatrice Ligorio, University of Bari, ItalyCo-constructing joint activity and meaning in technology-enriched peer activitiesKristiina Kumpulainen, University of Helsinki, FinlandSatu Vasama, University of Oulu, FinlandMarjatta Kangassalo, University of Tampere, FinlandThis poster outlines an ongoing study which illuminates the co-construction of joint activity andmeaning in technology-enriched peer activities. Of particular interest are the role negotiations andsocial elements of children’s explanations constructed during computer-mediated peer-centredlearning activities. Theoretically, this study investigates the potential of sociocultural perspectivesof learning and development to provide new insights into the processes of children’s collaborationand social construction of meaning in computer-mediated peer activities (Mercer, 1996; Wells,1999). The methodological foundations of this research study base on earlier studies oncollaborative learning, developmental psychology and sociolinguistic approaches (Kumpulainen &Wray, 2002; Littleton & Light, 1999). The empirical data of this study were collected in twophases and involved classroom community of 22 children, aged between six to eight years. Thelearning activities and tools in the unit consisted of child-initiated, exploratory activities duringwhich children had versatile tools in their use, including a multimedia learning tool, PICCO. Thisresearch study is part of PICCO-research project. Picco is an ongoing research project thatinvestigates children’s science learning and thinking in social context of a multimedia environmentin an early year’s classroom. The PICCO research project is conducted by Docent MarjattaKangassalo, University of Tampere, both with research partner Professor Kristiina Kumpulainen,University of Helsinki. The international research partners are Professor Karen Littleton, OpenUniversity and Emeritus Professor Setsuo Ohsuga, University of Tokyo. The project will broadenand deepen the existing research work of the research partners particularly in relation to younglearners’ conceptual thinking and learning of science within the social contexts of technologyenrichedclassrooms.– 675 –