title: Digital collaborative learning: identifying what students value.
abstract: Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls.  Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences.  Here we present findings generated on PlantingScience ( www.plantingscience.org), an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology.  The core intervention is online discourse between student teams and scientist mentors to enhance classroom-based plant investigations.  We asked: (1) what attitudes about engaging in authentic science do students reveal, and (2) how do student attitudes relate to design principles of the program? Lexical analysis of open-ended survey questions revealed that students most highly value working with plants and scientists.  By examining student responses to this cognitive apprenticeship model, we provide new perspectives on the importance of the personal relationships students form with scientists and plants when working as members of a research community. These perspectives have implications for plant science instruction and e-mentoring programs.
authors.affiliation: National Science Foundation, Arlington, Virginia, 22204, USA.
authors.forename: Claire
authors.initials: C
authors.lastname: Hemingway
authors.affiliation: Botanical Society of America, St. Louis, Missouri, 63166, USA.
authors.forename: Catrina
authors.initials: C
authors.lastname: Adams
authors.affiliation: Biological Science Curriculum Study, Colorado Springs, Colorado, 80918, USA.
authors.forename: Molly
authors.initials: M
authors.lastname: Stuhlsatz
keywords: Attitudes; Authentic Science; E-mentoring; Plant Science; Student-Teacher-Scientist Partnership