Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes
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2011
- handle: 10670/1.5dv0rb
- hal: hal-00703977
info:eu-repo/semantics/OpenAccess
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Kati Mäkitalo et al., « Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes », HAL-SHS : sciences de l'éducation, ID : 10670/1.5dv0rb
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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)