Internal and external cooperation scripts in web-based collaborative inquiry learning

Abstract : Cooperation scripts are a powerful means to improve collaborative learning. Scripts can be designed to support argumentative knowledge construction. However, not only externally induced cooperation scripts but also the learners' internal scripts on argumentative knowledge construction influence argumentative processes and what kind of knowledge is acquired during collaboration. In this study, 98 students (49 dyads) of two German secondary schools participated. We implemented two versions (high vs. low structured) of an external cooperation script directed towards supporting argumentative knowledge construction into a web-based collaborative inquiry learning environment. Further, we classified the learners' internal scripts as either high or low structured, thereby establishing a 2x2-factorial design. We investigated how external and internal scripts as well as their interaction influenced the acquisition of both domain-specific and general knowledge. Results suggest that learners' internal scripts are more important for acquiring domain-specific knowledge, whereas external scripts are more influential for the acquisition of general knowledge.
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Gerjets, P., Kirschner, P. A., Elen, J. & Joiner, R. Special Interest Meeting of EARLI SIG 6 and SIG 7., 2004, Tübingen, Germany. pp.37-47, 2004
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Ingo Kollar, Frank Fischer. Internal and external cooperation scripts in web-based collaborative inquiry learning. Gerjets, P., Kirschner, P. A., Elen, J. & Joiner, R. Special Interest Meeting of EARLI SIG 6 and SIG 7., 2004, Tübingen, Germany. pp.37-47, 2004. 〈hal-00190272〉

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