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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

著者: H Gijlers; N Saab; W R Van Joolingen; T De Jong; B H A M Van Hout-Wolters
出版商: 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
版本/格式: 文章 文章 : English
刊登在:Journal of Computer Assisted Learning, v25 n3 p252-267 Jun 2009
数据库:ERIC ERIC数据库为美国教育部所创建。
其它数据库: ElsevierBritish Library SerialsECO
提要:
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  再读一些...
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文件类型: 文章
所有的著者/提供者: H Gijlers; N Saab; W R Van Joolingen; T De Jong; B H A M Van Hout-Wolters
ISSN:0266-4909
语言注释: English
专有的标识符 425587349
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描述: 16

摘要:

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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