Regulative support for collaborative scientific inquiry learning.
This study examined whether online tool support for regulation promotes student learning during collaborative inquiry in a computer simulation-based learning environment. Sixty-one students worked in small groups to conduct a scientific inquiry with fluid dynamics. Groups in the experimental conditi...
| Publicado en: | Journal of Computer Assisted Learning Vol. 22; no. 2; pp. 87 - 99 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106424957&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106424957 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2006 vid: 22 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106424957 106424957 2009141446 10.1111/j.1365-2729.2006.00162.x 106424957 ppf: 87 ppct: 12 formats: tig: atl: Regulative support for collaborative scientific inquiry learning. aug: au: Manlove S Lazonder AW de Jong T affil: Department of Behavioral Sciences, Instructional Technology, University of Twente, PO Box 217, 7500 AE Enschede, The Netherlands; s.a.manlove@utwente.nl sug: subj: Computer-Assisted Instruction Evaluation Adolescence Collaboration Mann-Whitney U Test Science Students, High School Teaching Funding Source Human Adolescent: 13-18 years ab: This study examined whether online tool support for regulation promotes student learning during collaborative inquiry in a computer simulation-based learning environment. Sixty-one students worked in small groups to conduct a scientific inquiry with fluid dynamics. Groups in the experimental condition received a support tool with regulatory guidelines; control groups were given a version of this tool from which these instructions were removed. Results showed facilitative effects for the fully specified support tool on learning outcomes and initial planning. Qualitative data elucidated how regulative guidelines enhanced learning and suggests ways to further improve regulative processes within collaborative inquiry learning settings. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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