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|Title:||Fostering Online Search Competence and Domain-Specific Knowledge in Inquiry Classrooms: Effects of Continuous and Fading Collaboration Scripts|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Wecker, C., Kollar, I., Fischer, F., & Prechtl, H. (2010). Fostering Online Search Competence and Domain-Specific Knowledge in Inquiry Classrooms: Effects of Continuous and Fading Collaboration Scripts. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 810-817). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||Collaborative inquiry learning can be regarded as a fruitful approach to foster students' scientific literacy for participation in societal debates involving scientific issues. In a four-week field study in biology with 131 ninth-grade students from six classrooms distributed over three experimental conditions, we investigated the effects of a continuous and a fading collaboration script for collaborative online search compared to unsupported collaboration on students' online search competence and domain-specific knowledge. Findings indicate a superiority of a continuous collaboration script compared to unsupported collaboration with respect to both students' online search competence and domain-specific knowledge, whereas the fading collaboration script had a significant positive effect compared to unsupported collaboration only with respect to students' online search competence. These findings extend our knowledge from laboratory research on effects of collaboration scripts on domain-general competences and domain-specific knowledge.|
|Appears in Collections:||ICLS 2010|
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