Computer-supported Collaborative Inquiry Learning in Differently Structured Classroom Scripts: Effects on Help- Seeking Processes and Learning Outcomes
نویسندگان
چکیده
This study examined the influence of classroom-script structure (high vs. low) during computer-supported collaborative inquiry learning on help-seeking processes and learning gains in 54 student pairs in secondary science education. Screenand audio-capturing videos were analysed according to a model of the help-seeking process. Results show that the structure of the classroom script substantially affects patterns of student help seeking and learning gain in the classroom. Overall, students in the high-structured classroom-script condition sought less help but learnt more than those in the low-structured classroom-script condition.
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