A distributed cognition approach to overcome alternative conceptions about light and color

Abstract

The purpose of the study was to report on the effects of learning with ODRES" (Observe, Discuss, and Reason with Evidence in Science), a computer tool that was used with elementary school children. Succinctly, dyads of sixth-grade students were engaged in distributed collaborative inquiry regarding the scientific concepts of light and color in order to solve a mystery problem about a stolen diamond. ODRES" was employed to scaffold students' collaborative inquiry with different tools, such as the simulator that simulates the effects of the color of a light source on an object, the magnifying glass that enables students to make careful observations, and the notebook that organizes the results of students' investigations. The results showed that learning with ODRES" positively affected students' understandings and promoted a lasting effect on their conceptions. Moreover, the results provide useful guidance about how ODRES" can be used as a learning tool in collaborative inquiry and explain the role of discussion and investigation of inquiry processes at the level of a distributed cognitive system. Implications for designing distributed educational systems for children are finally discussed.