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Article: Problem-centred inquiry in collaborative science learning

TitleProblem-centred inquiry in collaborative science learning
Authors
KeywordsPeer collaboration
Science learning
Conceptual change
Problem solving
Issue Date1996
Citation
Bulletin of the Japanese Cognitive Science Society, 1996, v. 3 n. 4, p. 44-62 How to Cite?
AbstractThis study examined students' collaborative learning activity and assessed whether fostering problem-centred explanation would increase their performance on conceptual change measures. The domain of investigation is biological evolution. Participants were 60 high-school students randomly assigned to three experimental conditions: (a) Problem-centred explanation, (b) Argumentation, and (c) Knowledge-Activation. Different experimental prompts were provided to foster various kinds of collaborative constructive activity in order to assess the differential effects on conceptual change. The findings showed that problem-centred explanation group outperformed the knowledge-activation group and scored higher than the argumentation group on a number of measures. Students' constructive activity, which involves viewing knowledge as problematic and constructing explanations to deal with such difficulties, may play an important role in collaborative learning.
Persistent Identifierhttp://hdl.handle.net/10722/146643
ISSN

 

DC FieldValueLanguage
dc.contributor.authorChan, CKKen_US
dc.date.accessioned2012-05-09T03:21:09Z-
dc.date.available2012-05-09T03:21:09Z-
dc.date.issued1996en_US
dc.identifier.citationBulletin of the Japanese Cognitive Science Society, 1996, v. 3 n. 4, p. 44-62en_US
dc.identifier.issn1341-7924en_US
dc.identifier.urihttp://hdl.handle.net/10722/146643-
dc.description.abstractThis study examined students' collaborative learning activity and assessed whether fostering problem-centred explanation would increase their performance on conceptual change measures. The domain of investigation is biological evolution. Participants were 60 high-school students randomly assigned to three experimental conditions: (a) Problem-centred explanation, (b) Argumentation, and (c) Knowledge-Activation. Different experimental prompts were provided to foster various kinds of collaborative constructive activity in order to assess the differential effects on conceptual change. The findings showed that problem-centred explanation group outperformed the knowledge-activation group and scored higher than the argumentation group on a number of measures. Students' constructive activity, which involves viewing knowledge as problematic and constructing explanations to deal with such difficulties, may play an important role in collaborative learning.-
dc.languageengen_US
dc.relation.ispartofBulletin of the Japanese Cognitive Science Societyen_US
dc.subjectPeer collaboration-
dc.subjectScience learning-
dc.subjectConceptual change-
dc.subjectProblem solving-
dc.titleProblem-centred inquiry in collaborative science learningen_US
dc.typeArticleen_US
dc.identifier.emailChan, CKK:ckkchan@hkucc.hku.hken_US
dc.identifier.authorityChan, CKK=rp00891en_US
dc.description.naturepublished_or_final_versionen_US
dc.identifier.volume3en_US
dc.identifier.issue4en_US
dc.identifier.spage44en_US
dc.identifier.epage62en_US

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