Computer-supported collaboration scripts for inquiry learning in the science classroom

该项目解决了在课堂环境中使用协作脚本进行计算机支持的协作学习的现有研究中的三个不足之处。首先，对于计算机支持的协作脚本是否可以有效地应用于课堂环境，以促进领域知识和更通用能力的获取，人们知之甚少。其次，一个重要的问题是如何使协作脚本淡出，以便学生越来越多地承担起他们的协作学习活动的责任。第三，对于不同形式的计算机支持的小组协作学习环境如何与课堂教学的整体过程保持一致，人们知之甚少。将在中学内进行两项实地实验。第一项研究使用单因子设计（N = 150）调查了有和没有褪色的文字对协作知识构建过程的影响，以及对学习成果（特定领域知识、论证能力和科学相关的数字素养）的影响。第二项研究采用双因子设计（N = 200），调查小组协作脚本与不同课堂脚本在协作知识构建过程和学习成果方面的相互作用。

The project addresses three shortfalls in existing research on computer-supported collaborative learning using collaboration scripts in the classroom context. First, there is little knowledge about whether computer-supported collaboration scripts can be effectively applied to classroom settings to facilitate the acquisition of domain knowledge and more generic competencies. Secondly, an important question is how collaboration scripts can be faded out so that students increasingly assume responsibility for their collaborative learning activities. Thirdly, little is known about how different forms of computer-supported collaborative learning environments for small groups can be aligned with the overall process of classroom instruction. Two field experiments will be conducted within secondary schools. The first study investigates the effects of scripts with and without fading on the process of collaborative knowledge construction, as well as on learning outcomes (domain-specific knowledge, argumentation competencies and science-related digital literacy), using a onefactorial design (N = 150). Using a two-factorial design (N = 200), the second study investigates how small-group collaboration scripts interact with different classroom scripts with respect to processes of collaborative knowledge construction, as well as learning outcomes.