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

저자: H Gijlers; N Saab; W R Van Joolingen; T De Jong; B H A M Van Hout-Wolters
출판사: 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
판/형식: 문서 문서 : English
출판:Journal of Computer Assisted Learning, v25 n3 p252-267 Jun 2009
데이터베이스:ERIC ERIC 데이터베이스는 미국 교육부의 시작입니다.
다른 데이터베이스: ElsevierBritish Library SerialsECO
요약:
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  더 읽기…
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문서 형식: 아티클
모든 저자 / 참여자: H Gijlers; N Saab; W R Van Joolingen; T De Jong; B H A M Van Hout-Wolters
ISSN:0266-4909
언어 메모: English
고유 식별자: 425587349
상:
설명: 16

초록:

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.

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