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

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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.