Computer Based Learning in Science

The existing literature points to an array of issues related to science inquiry and dialogical interactions between students trying to resolve a scientific problem. The objective of this paper is the study of how students interact face to face as well as distant in the modern shared screen of the Metafora Platform when using Web2.0 tools (Planning Tool, Argumentation Tool) in which students learn how to learn together, argue and construct plans to resolve problems concerning scientific matters. Those tools include visual language based on the theoretical structure of inquiry, as well as based on the theoretical structure of constructionism and of argumentation theory as part of the Metafora Platform. This study contributes to the knowledge basis regarding the communication and the cooperation between students in an attempt to resolve two common challenges. The results of this study demonstrate that dialogical interactions promoted effectively the abilities of science inquiry.