6533b86ffe1ef96bd12cd0f0

RESEARCH PRODUCT

Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes

Carmen KohnleFrank FischerKati Mäkitalo-sieglKati Mäkitalo-siegl

subject

Structure (mathematical logic)Process (engineering)4. Education05 social sciences050301 education050109 social psychologyCollaborative learningcomputer.software_genreExperiential learningScience educationHelp-seekingEducationComputer-supported collaborative learningScripting languagePedagogyComputingMilieux_COMPUTERSANDEDUCATIONDevelopmental and Educational Psychology0501 psychology and cognitive sciencesPsychology0503 educationcomputer

description

This study examined the influence of classroom-script structure (high vs. low) during computer-supported collaborative inquiry learning on help-seeking processes and learning gains in 54 student pairs in secondary science education. Screen- and audio-capturing videos were analysed according to a model of the help-seeking process. Results show that the structure of the classroom script substantially affects patterns of student help seeking and learning gain in the classroom. Overall, students in the high-structured classroom-script condition sought less help but learnt more than those in the low-structured classroom-script condition. (http://www.sciencedirect.com/science/article/pii/S0959475210000502)

yearjournalcountryeditionlanguage
2011-04-01Learning and Instruction
https://doi.org/10.1016/j.learninstruc.2010.07.001