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Article Dans Une Revue Learning & Instruction. Année : 2011

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

Résumé

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)
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Dates et versions

hal-00703977 , version 1 (18-06-2012)

Identifiants

  • HAL Id : hal-00703977 , version 1

Citer

Kati Mäkitalo, Carmen Kohnle, Frank Fischer. Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes. Learning & Instruction., 2011, 21(2), pp.257-266. ⟨hal-00703977⟩

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