Abstract—The purpose of this study was to investigate
whether engaging students in computer supported
collaborative activities in a knowledge-building environment
could help them develop a deeper understanding of the nature
of scientific theories. Findings indicated: 1) students’ views of
the nature of scientific theories significantly changed, becoming
more constructivist-oriented toward the end of the semester; 2)
there was a statistically significant relationship between
students’ online interactive activities and their enhanced
understanding of the nature of scientific theories. In sum,
engaging students in computer supported collaborative
activities in a knowledge-building environment seems to be
supportive in helping students develop a more informed view
of the nature of scientific theories.
Index Terms—Knowledge-building, computer supported collaborative learning, nature of scientific theory.
Pei Jung Li and Huang-Yao Hong are with National Chengchi University, Taiwan (e-mail: email@example.com).
Cite: P. J. Li and H.-Y. Hong, "Exploring the Relationships between Students‟ Online Interactive Activities and Their Views of the Nature of Scientific Theories," International Journal of Information and Education Technology vol. 5, no. 11, pp. 832-835, 2015.