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Internal and external scripts in computer-supported collaborative inquiry learning

By Ingo Kollar, Frank Fischer and J. D. Slotta

Abstract

We investigated how differently structured external scripts interact with learners’ internal scripts concerning individual knowledge acquisition in a Web-based collaborative inquiry learning environment. 90 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 2x2-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.

Topics: Empirische Pädagogik und Pädagogische Psychologie, ddc:150, ddc:370
Year: 2007
DOI identifier: 10.1016/j.learninstruc.2007.09.021
OAI identifier: oai:epub.ub.uni-muenchen.de:12925
Provided by: Open Access LMU

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