Abstracts - Earli

molecule). The visual and haptic representations are combined in an integrated virtual realityenvironment, allowing the user of the system to explore the properties of the protein, feeling itsinteractions with the ligand. In the system one of the aims of the haptic feedback is to add morecomplex information to the representation. Through careful design it is hoped this will aid theunderstanding of the molecular processes without overloading the user. Our research has shownthat there are time gains from using the system and, more importantly, that the students’ reasoningis improved, moving towards more understanding of molecular dynamics and force concepts.Argument diagrams and chat as internet tools for knowledge work and learningLeena Laurinen, Department of Education, University of Jyväskylä, FinlandMiika Marttunen, Department of Education, University of Jyväskylä, FinlandIn the study 17 secondary school students practised argumentation with Internet tools during two90 minute lessons. In the first lesson they constructed an individual argument diagram on thequestion whether the production of genetically modified organisms (GMO) should be allowed.After reading three articles on GMO the students improved their individual diagrams. In thesecond lesson, the students engaged in dyadic chat debates on GMO and then reflected on thedebate by constructing a collaborative argument diagram on their discussion. Finally, the studentsfinished up their individual diagrams. The study seeks to clarify a) what kind of modifications didthe students make to their diagrams after the debate and reflection, and b) to what extent are themodifications associated with the texts the students read, students’ debate, and their reflection ofthe debate? The students’ modifications were classified into 1) revisions and replacements, 2)counterarguments against existing arguments, 3) extensions, 4) new arguments orcounterarguments broadening the topics of the debate, and 5) minor modifications (spellingcorrections; compacted wording etc.). A majority (71 of 98) of the modifications changed theargumentative content of the diagram (categories 1, 2, 3, and 4) while 27 modifications were onlyminor in nature. From the 71 modifications concerning the argumentative content 12 wereassociated with the texts only, 15 with the students’ collaboration only (debate and/or collaborativediagram), 30 with both the texts and collaboration, and 14 modifications were based on students’general knowledge of the world. The study suggests that reading followed by debate andcollaborative working on argument diagrams not only encourages students to elaborate theirprevious ideas but also helps them to create new ideas and arguments.Scaffolding online dialogue though playing games or labelling: Is labelling redundant whenplaying a HipBone game?Eva Mary Bures, Bishop’s University, CanadaPhilip Abrami, Concordia University, CanadaThis paper examines two approaches to structure students’ online dialogue --- labelling andHipBoneGames. The labeling feature allows students to insert phrases such as ‘Building on yourpoint’ directly into their online messages. In HipBoneGames (Cameron, 2005) students play on aboard with pre-determined links. This study looks at whether students choose to use labels lessoften when engaged online in a HipBoneGame than a free-flowing discussion. This study alsoexplores the nature of the online dialogue and students’ reactions to HipBoneGames as comparedto free-flowing discussions, both in a context where labeling is available and also where it is not.For the first study, students are in cycle two, n=37; for the second study, students are pre-serviceteachers (cycle one). Results revealed that students tended to use labels less often when playing thegames than during the free-flowing discussions. Students tended to find the games interesting,more relevant, and the expectations more clear; on the other hand, they found them somewhat– 716 –