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|Title:||Understanding Climate Change Through Collaborative Versus Individual Inquiry With Constructive or Example-Based Scaffolds|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Bichler, S., Richards, S., Hasenbein, L., Linn, M., & Fischer, F. (2019). Understanding Climate Change Through Collaborative Versus Individual Inquiry With Constructive or Example-Based Scaffolds. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 668-671). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||We investigated a constructive and an example-based scaffold when learning from dynamic visualizations about climate change. Learners collaboratively or individually generated a diagram that represented energy flow (constructive scaffold) or observed a peer learner generating the diagram (example-based scaffold). We hypothesized that collaborative learners would benefit more from the constructive than the example-based scaffold, but that the opposite would be the case for individual learners. Seventy-one university students were randomly allocated to conditions in the 2X2 between-subjects design. Climate change understanding was measured at pre- and posttest. Preliminary results supported our hypothesis. We conclude that the constructive scaffold elicited questions that led to deep engagement in the collaborative condition, resulting in better understanding. Individual learners possibly failed to recognize crucial concepts in the constructive condition because they had questions but nobody to discuss with. They profited more from the example-based scaffold which emphasized central concepts of climate change.|
|Appears in Collections:||CSCL 2019|
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