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|Title:||Internalization of Physics Concepts and Relationships Based on Teacher Modeling of Collaborative Prompts|
|Authors:||Evenstone, Amanda L.|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Evenstone, A. L. & Puntambekar, S. (2015). Internalization of Physics Concepts and Relationships Based on Teacher Modeling of Collaborative Prompts In Lindwall, O., Häkkinen, P., Koschman, T. Tchounikine, P. Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 2. Gothenburg, Sweden: The International Society of the Learning Sciences.|
|Abstract:||As students create shared artifacts, individuals and the social system co-evolve through dynamic processes in which individuals and groups shape each other. After collaboration, however, it is not always clear what students internalize from this interaction. Even when students are aware of group-work benefits, effective collaboration does not necessarily occur spontaneously within the group context. To address this potential issue, the teacher can facilitate collaboration by modeling how to foster elaborative group discussions. In this paper, we evaluate how teacher modeling of collaboration prompts may increase the quantity and quality of concepts that students internalize before, during, and after collaboration. We found that students who did not observe modeling increased the quantity of connection on their post concept maps. In contrast, students who did receive modeling increased both the quantity and quality of their connections. This suggests that modeling of prompts before collaboration can deepen the internalization of concepts.|
|Appears in Collections:||CSCL 2015|
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