Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/507
Full metadata record
DC FieldValueLanguage
dc.contributor.authorPopov, Vitaliy
dc.contributor.authorXing, Wanli
dc.contributor.authorZhu, Gaoxia
dc.contributor.authorHorwitz, Paul
dc.contributor.authorMcIntyre, Cynthia
dc.date.accessioned2018-11-04T23:26:23Z
dc.date.accessioned2018-11-04T22:39:17Z-
dc.date.available2018-11-04T23:26:23Z
dc.date.available2018-11-04T22:39:17Z-
dc.date.issued2018-07
dc.identifier.citationPopov, V., Xing, W., Zhu, G., Horwitz, P., & McIntyre, C. (2018). The Influence of Students’ Transformative and non-Transformative Contributions on Their Problem Solving in Collaborative Inquiry Learning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.855
dc.identifier.urihttps://repository.isls.org//handle/1/507-
dc.description.abstractThe effectiveness of collaborative inquiry learning in simulation-based learning environments for STEM education has been well-documented. At the same time, research indicates that some students struggle with articulating relevant concepts, making their reasoning explicit and regulating their learning—skills that are necessary for effective collaboration. In this study, using qualitative and quantitative analysis as well as data mining techniques, we investigated what promotes meaningful interaction between students when conducting collaborative inquiry. One hundred and fifty-six students from five high schools and colleges in the United States worked in groups of three to solve electronics tasks with increasing complexity in a virtual environment called Teaching Teamwork. The results showed that when the groups successfully solved the tasks, they showed statistically significant higher proposition generation, regulation and sustaining mutual understanding; when they did not solve the tasks, they showed significantly higher orientation, interpretation and conclusion. Explanations for these results and research recommendations are provided.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleThe Influence of Students’ Transformative and non-Transformative Contributions on Their Problem Solving in Collaborative Inquiry Learningen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

Files in This Item:
File SizeFormat 
189.pdf332.36 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.