Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
365761 | Learning and Instruction | 2011 | 10 Pages |
Abstract
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.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Kati Mäkitalo-Siegl, Carmen Kohnle, Frank Fischer,