Abstract
This research aims to develop an instructional model using advanced laboratory equipment (ALE) based on collective intelligence attributes that can be applied to the scientifically-gifted students. The developed GI-ALE model is defined by introducing the principles of the group investigation (GI) model to the existing ALE instructional model based on the factors of six types of collective intelligence: shared vision and value formation, knowledge in specific areas and diversity in those areas, knowledge sharing system, dynamism through decentralization and integration, and synergy effect. After deriving the learning design principles from the attributes of the six types of collective intelligence, the specific teaching and learning elements have been extracted. The GI-ALE model consists of seven steps: announcing learning goals, organizing groups and subtopics, preparing an experimental plan, preparing preliminary reports, the presentation of pre-report written in group unit, experimenting, creating report in group unit, and sharing and evaluating the outputs. It was applied to 76 students in a chemistry experiment lesson engaged in the second-grade curriculum at a Science High School. From qualitative data obtained after model application, this model helped students to acquire advanced scientific experimental skills and various types of knowledge. It has been also confirmed that the students experienced dynamic interactions and decentralized leadership as required by collective intelligence in the process of sharing and integrating professional experimental knowledge. In addition, the students had many opportunities for individual and collective reflection through open self-directed learning. By using one device on a variety of topics with their colleagues through group activities, they had the confidence to utilize it individually. The GI-ALE instructional model also helped scientifically-gifted students to deepen their scientific inquiry level. This model will encourage the gifted students to be able to explore the real world, to learn the attributes of collective intelligence, and to produce knowledge autonomously.
Highlights
It has recently been seen that not just experts, and the general public, have been contributing to the production of knowledge in every day life
Development of group investigation (GI)-advanced laboratory equipment (ALE) instructional model Collective intelligence has an educational implication in that it can allow for the realization of a learner-centered classroom
Lee and Lee’s (2009) study is closer to science education in that it presents the attributes related to the educational application of collective intelligence
Summary
It has recently been seen that not just experts, and the general public, have been contributing to the production of knowledge in every day life. The public as the knowledge producers go a step further to jointly produce knowledge through, for example, Wikipedia and Social Networking Services (SNS). Contributions to the production of public knowledge by groups of people have shown that groups of people, when working together, can often make wiser judgments than an individual member in isolation (Surowiecki 2005). Based on this concept, many companies encouraged a process of having their members freely exchange ideas and opinions which has allowed to the development of some brilliant ideas and resulted in many innovations (Sawyer 2011). These outcomes show the importance of group-based activities that obtain success through a continuous exchange of information, mutual cooperation, and trial and error
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