Response #9

Ming-Chou, L., & Jhen-Yu, W. (2010). Investigating Knowledge Integration in Web-based Thematic Learning Using Concept Mapping Assessment. Journal of Educational Technology & Society, 13(2), 25-39. Retrieved from Academic Search Complete database.

            This qualitative study examined the effect of Web-based, thematic learning on the learning and attitudes of 40 fifth grade students.  Working in groups and utilizing the Internet, the students engaged in thematic learning for natural sciences unit, where the theme was “Stars and Sun” (25).  Thematic learning consists of five stages: 1) selecting a theme; 2) finding a focus of interest related to the theme; 3) finding materials related to the focus; 4) integrating knowledge about the focus/theme through collaboration with peers; and 5) publishing/sharing the knowledge (26).  The researchers found that the approach had a positive effect on students’ concept learning and knowledge integration, as well as their attitudes about learning.  They regarded the activity as fun, with many of them expressing how they enjoyed working with other students.

While this article dealt with elementary school students, it was still an interesting and useful read.  To me, the Web-based thematic learning process described in the article seemed to contain the scaffolding approach, with students going through distinct stages as they acquired, produced and shared knowledge.  It also seemed constructivist, as students were collaborating with one another to build their body of knowledge, which they then shared with the large group.  I could see myself designing an age-appropriate version of this activity for a middle or high social studies class, with the assignment based around a particular historical period, event or debate.  Additionally, having just completed a curriculum & instruction course this quarter, I am more familiar with what planning lessons/units actually looks like.  I also know more about the different kinds of teaching methods and instructional strategies in the field.  As a result, this will allow me to be both more creative and pragmatic when it comes to incorporating technology into a lesson, and to have a better “feel” for how different forms of technology or media contribute to the ends of a given strategy.