کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
365761 | 621226 | 2011 | 10 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
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چکیده انگلیسی
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. The results showed 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.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 21, Issue 2, April 2011, Pages 257–266
Journal: Learning and Instruction - Volume 21, Issue 2, April 2011, Pages 257–266
نویسندگان
Kati Mäkitalo-Siegl, Carmen Kohnle, Frank Fischer,