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Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1873
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dc.contributor.authorLi, Pei-Jung
dc.contributor.authorChang, Chih-Hsuan
dc.contributor.authorHong, Huang-Yao
dc.date.accessioned2019-07-20T19:49:48Z
dc.date.accessioned2020-01-08T18:52:16Z-
dc.date.available2019-07-20T19:49:48Z
dc.date.available2020-01-08T18:52:16Z-
dc.date.issued2013-06
dc.identifier.citationLi, P., Chang, C., & Hong, H. (2013). Exploring the Effect of Online Collaborative Learning on Students' Scientific Understanding. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 301-302). Madison, WI: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2013.2.301
dc.identifier.urihttps://repository.isls.org//handle/1/1873-
dc.description.abstractThis study explored the impact of online collaborative learning on students' understanding of the nature of scientific theory. The participants consist of 52 college students who attended a course titled "Introduction to Nature Science". Data sources came from (1) a pre-post survey that assesses students' understanding of the nature of scientific theory, and (2) students' online interactions. Findings indicate that after engaging in online collaborative learning for a semester, students demonstrated a more informed understanding of the nature of scientific theory.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleExploring the Effect of Online Collaborative Learning on Students' Scientific Understandingen_US
dc.typePoster Papersen_US
Appears in Collections:CSCL 2013

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