Learning complex issues and topics requires learners to understand multiple dimensions of the content involved, as well as to recognize diverse perspectives on the issue and its complexity. Research shows that sequences of activities that move across multiple social structures (individual work, pairs, teams of varying sizes and compositions, and whole-class discussions) enable learners to externalize their own knowledge, be exposed to their peers’ perspectives, and reach new personal and collective insights. This principle proposes designing activity sequences that intentionally integrate such varied social structures.
For example, an activity sequence can be designed in a “Jigsaw” format consisting of three stages. In the first stage, the class is divided into small groups, each specializing in a particular aspect of an issue investigated by the entire class. In the second stage, new groups are formed, each composed of representatives from the original groups, who discuss the issue while drawing on the different aspects contributed by all representatives. In the third stage, a whole-class discussion is conducted to address the solutions that emerged within the groups in the second-stage. This activity may be preceded by individual learning, such as having students watch a video at home and express a personal opinion on the issue.
Citizen science frequently addresses complex issues that do not have clear-cut solutions, and in which discussion requires integrating scientific knowledge with social considerations (socio-scientific issues). In such cases, supporting multiple social configurations is particularly important for helping students formulate their positions and construct science-based arguments that take into account the social dimensions of the issue.
For example, the “Urban Nature” project addresses the issue of wild boars in the city of Haifa. Coping with this issue requires a deep understanding of the relationships among the factors influencing boar behavior, including those related to human activity, and the growth of their population in urban spaces. This principle can be expressed in the “Urban Nature” project through an activity sequence in which, in the first stage, groups specialize in a specific factor influencing boar behavior (e.g., open garbage bins), and in the second stage, groups composed of representatives from the different specializations investigate the situation in various areas of the city.
Deepening and Expansion ▼
Characteristics of Structuring sequences across diverse social activity structures
Kali, Levin-Peled, and Dori (2009) examined this principle in the context of three higher-education courses. They identified several characteristics of activity sequences involving multiple social configurations that support deep learning. One characteristic is the requirement that students rely on one another while understanding the goal of the collaboration. Another characteristic is that the activity sequence should encourage exposure to resources presenting multiple aspects of the issue under study, as well as the expression of diverse opinions. In addition, it is important to create a sense of mutual support and collaboration and to enable effective communication among learners.
Using mobile phones to bridge diverse learning contexts
Kali, Levy, Levin-Peled, and Tal (2018) investigated how teachers can be supported in designing activity sequences for students that integrate learning across multiple social configurations, both inside and outside the classroom, with an emphasis on inquiry learning. They found that mobile phones can serve as an excellent platform that teachers can use to connect learning across different environments and social configurations. One way to do this is to allow groups of students to use mobile phones as tools for collecting data outside the classroom (e.g., by documenting observations, taking photographs, etc.). Based on this use of mobile phones, student groups can analyze the collected data in class. Upon completion of the data analysis, a whole-class discussion can be conducted to address the implications of the collected data.
References ▼
Bozo-Schwartz, M. (2013). Group Learning in the Classroom. Avnei Rosha Institute.
Kali, Y. (2006). Collaborative knowledge-building using the Design Principles Database. International Journal of Computer-Supported Collaborative Learning, 1(2), 187–201.
Kali, Y., Levin-Peled, R., & Dori, Y. J. (2009). The role of design principles in designing courses that promote collaborative learning in higher education. Computers in Human Behavior, 25(5), 1067–1078.
Kali, Y., Levy, K. S., Levin-Peled, R., & Tal, T. (2018). Supporting outdoor inquiry learning (SOIL): Teachers as designers of mobile-assisted seamless learning. British Journal of Educational Technology, 49(6), 1145–1161.