This paper reports on a study of teacher support in experimental computer-supported collaborative learning (CSCL) settings where students engage with graphs in real-time labs within the context of school science. Real-time labs are digital devices and software connected to student-controlled sensors or probes that can measure and visualize data graphically. The empirical setting was a science project about ocean acidification (OA) where lower secondary school students conducted measurements of the pH value of water with increased concentrations of CO2. The analytical focus is on student–teacher interaction during group-work activities where the students carried out, reviewed and reported on the real-time lab experiment. The analyses show that students needed additional support from the teacher in interpreting the real-time graphs and in making connections between the graphic representation, the practical undertakings of the experiment and the underlying scientific phenomena. Most importantly, the study demonstrates the complexity of teacher support in CSCL settings and how this type of support intersects with the support provided by digital resources, peer collaboration and applied instructional design.

中文翻译：

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学生在CSCL设置中参与实时图表的活动：仔细研究教师支持的作用

本文报告了在实验性计算机支持的协作学习（CSCL）设置中教师支持的研究，该学习中学生在学校科学的背景下在实时实验室中使用图形。实时实验室是连接到学生控制的传感器或探头的数字设备和软件，可以通过图形方式测量和可视化数据。实验设置是关于海洋酸化（OA）的科学项目，其中初中学生对CO2浓度增加的水的pH值进行了测量。分析重点是在小组活动中学生与老师之间的互动，其中学生对实时实验室实验进行，检查和报告。分析表明，在解释实时图形以及在图形表示，实验的实际操作和潜在的科学现象之间建立联系时，学生需要老师的额外支持。最重要的是，该研究证明了CSCL设置中教师支持的复杂性，以及这种支持与数字资源，同伴协作和应用教学设计所提供的支持如何相交。