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Internal and external scripts in computer-supported collaborative inquiry learning
ARTICLE

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Learning and Instruction Volume 17, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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 2×2-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.

Citation

Kollar, I., Fischer, F. & Slotta, J.D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning and Instruction, 17(6), 708-721. Elsevier Ltd. Retrieved November 19, 2019 from .

This record was imported from Learning and Instruction on February 1, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2007.09.021

Keywords