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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

Autor: H Gijlers; N Saab; W R Van Joolingen; T De Jong; B H A M Van Hout-Wolters
Editora: 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
Edição/Formato Artigo Artigo : English
Publicação:Journal of Computer Assisted Learning, v25 n3 p252-267 Jun 2009
Base de Dados:ERIC A base de dados ERIC é uma iniciativa do Departamento de Educação dos EUA.
Outras Bases de Dados: ElsevierBritish Library SerialsECO
Resumo:
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  Ler mais...
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Detalhes

Tipo de Documento: Artigo
Todos os Autores / Contribuintes: H Gijlers; N Saab; W R Van Joolingen; T De Jong; B H A M Van Hout-Wolters
ISSN:0266-4909
Nota do Idioma: English
Idenficador Único: 425587349
Prêmios:
Descrição: 16

Resumo:

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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