passa ai contenuti
Interaction between Tool and Talk: How Instruction and Tools Support Consensus Building in Collaborative Inquiry-Learning Environments
ChiudiAnteprima di questo documento
Stiamo controllando…

Interaction between Tool and Talk: How Instruction and Tools Support Consensus Building in Collaborative Inquiry-Learning Environments

Autore: H Gijlers; N Saab; W R Van Joolingen; T De Jong; B H A M Van Hout-Wolters
Editore: Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Edizione/Formato: Articolo Articolo : English
Pubblicazione:Journal of Computer Assisted Learning, v25 n3 p252-267 Jun 2009
Banca dati:ERIC La banca dati ERIC è un’iniziativa dell’U.S. Department of Education.
Altre banche dati: ElsevierBritish Library SerialsECO
Sommario:
The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus-building process, based on a re-analysis of data from four studies. We distinguish between scaffolds that aim at supporting students' collaborative  Per saperne di più…
Voto:

(non ancora votato) 0 con commenti - Diventa il primo.

Altri come questo

 

&AllPage.SpinnerRetrieving;

Trova una copia in biblioteca

&AllPage.SpinnerRetrieving; Stiamo ricercando le biblioteche che possiedono questo documento…

Dettagli

Tipo documento: Article
Tutti gli autori / Collaboratori: H Gijlers; N Saab; W R Van Joolingen; T De Jong; B H A M Van Hout-Wolters
ISSN:0266-4909
Nota sulla lingua: English
Identificatore univoco: 425587349
Riconoscimenti:
Descrizione: 16

Abstract:

The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus-building process, based on a re-analysis of data from four studies. We distinguish between scaffolds that aim at supporting students' collaborative processes and scaffolds that aim primarily at supporting the inquiry learning process. The overall picture that emerges from the re-analysis is that integration-oriented consensus-building activities are facilitated by scaffolds that provide explicit instruction in rules for effective collaboration and by scaffolds that encourage students to collaboratively construct a representation. Scaffolds that display inter-individual differences between students' opinions resulted primarily in quick consensus-building activities.

Commenti

Commenti degli utenti
Recuperando commenti GoodReads…
Stiamo recuperando commenti DOGObooks

Etichette

Le etichette di tutti gli utenti (2)

Vedi le etichette più popolari come: lista di etichette | nuvola di etichette

Documenti simili

Liste di utenti con questo documento (1)

Conferma questa richiesta

Potresti aver già richiesto questo documento. Seleziona OK se si vuole procedere comunque con questa richiesta.

Chiudi finestra

Per favore entra in WorldCat 

Non hai un account? Puoi facilmente crearne uno gratuito.