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

该项目解决了三个不足之处，在现有的研究计算机支持的协作学习，在课堂上使用协作脚本。首先，有很少的知识，计算机支持的协作脚本是否可以有效地应用到课堂设置，以促进收购领域知识和更通用的能力。其次，一个重要的问题是如何协作脚本可以淡出，使学生越来越多地承担责任，他们的协作学习活动。第三，很少有人知道不同形式的计算机支持的协作学习环境的小团体可以与整个过程的课堂教学。将在中学内进行两次实地试验。第一项研究探讨了脚本的影响，没有褪色的过程中的协作知识的建设，以及学习成果（特定领域的知识，论证能力和科学相关的数字素养），使用单因子设计（N = 150）。使用两因子设计（N = 200），第二项研究探讨了小组协作脚本如何与不同的课堂脚本相互作用的协作知识的构建过程，以及学习成果。

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.