Internal and external scripts in computer-supported collaborative inquiry learning

被引：135

作者：

Kollar, Ingo ^{[1
]}

Fischer, Frank ^{[1
]}

Slotta, James D. ^{[2
]}

机构：

[1] Univ Munich, D-80802 Munich, Germany

[2] Univ Toronto, Ontario Inst Studies Educ, Toronto, ON, Canada

来源：

LEARNING AND INSTRUCTION | 2007年 / 17卷 / 06期

关键词：

collaboration scripts; internal scripts; computer-supported collaborative learning; inquiry learning; science education; learning environments;

D O I：

10.1016/j.learninstruc.2007.09.021

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We investigated how differently structured external scripts interact with learners' internal scripts with respect to individual knowledge acquisition in a Web-based collaborative inquiry learning environment. Ninety students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured) supporting collaborative argumentation were embedded within a Web-based collaborative inquiry learning environment. Students' internal scripts were classified as either high or low structured, establishing a 2 x 2-factorial design. Results suggest that the high structured external collaboration script supported the acquisition of domain-general knowledge of all learners regardless of their internal scripts. Learners' internal scripts influenced the acquisition of domain-specific knowledge. Results are discussed concerning their theoretical relevance and practical implications for Web-based inquiry learning with collaboration scripts. (c) 2007 Elsevier Ltd. All rights reserved.

引用

页码：708 / 721

页数：14

共 58 条

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