Investigating the Knowledge Co-Construction Process in Homogeneous Ability Groups during Computational Lab Activities in Financial Mathematics
Alice Barana (),
Giulia Boetti,
Marina Marchisio,
Adamaria Perrotta () and
Matteo Sacchet
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Alice Barana: Department of Molecular Biotechnology and Health Sciences, University of Turin, 10126 Torino, Italy
Giulia Boetti: Department of Mathematics “Giuseppe Peano”, University of Turin, 10123 Torino, Italy
Marina Marchisio: Department of Molecular Biotechnology and Health Sciences, University of Turin, 10126 Torino, Italy
Adamaria Perrotta: School of Mathematics and Statistics, University College Dublin, D04 V1W8 Dublin, Ireland
Matteo Sacchet: Department of Molecular Biotechnology and Health Sciences, University of Turin, 10126 Torino, Italy
Sustainability, 2023, vol. 15, issue 18, 1-25
Abstract:
Inclusive computational practices are increasingly being employed to enrich knowledge and facilitate sensemaking in STEM education. Embedding computational activities in Computer-Supported Collaborative Learning environments can enhance students’ experiences. This study aimed to investigate the knowledge co-construction process within tailored student-led computational lab activities designed for a Computational Finance module. In particular, this study focused on the analysis of the effects of different lab practices and of group composition on knowledge co-construction. The groups designed for the lab activities were internally homogenous in terms of student ability. The sample consisted of 396 answers to a weekly survey filled out by all 50 of the undergraduate students who attended the module during the AY 2020/2021. The qualitative analysis relied on an adapted version of the Interaction Analysis Model designed by Gunawardena and colleagues for collaborative knowledge construction. Quantitative analyses were then conducted to study how the different lab practices and the composition of the groups affected the interaction. The findings revealed that, although the lower phases were the most prevalent, significant negotiations of meaning and discussions were activated, especially in tasks guiding towards sensemaking. Furthermore, the groups composed of lower-achieving students were the most engaged in negotiating and improving understanding as a result of the group interaction.
Keywords: collaborative knowledge construction; computational finance; computational thinking; computer-supported collaborative learning; group composition; inclusive computational practices; interaction analysis model; mathematics education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:15:y:2023:i:18:p:13466-:d:1235642
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