Co-Creating Scripts in Computer-Supported Collaborative Learning and Its Effects on Students' Logical Thinking in Earth Science

Autor/inn/en	Ramirez, Hazel Joyce M.; Monterola, Sheryl Lyn C.
Titel	Co-Creating Scripts in Computer-Supported Collaborative Learning and Its Effects on Students' Logical Thinking in Earth Science
Quelle	In: Interactive Learning Environments, 30 (2022) 5, S.908-921 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramirez, Hazel Joyce M.) ORCID (Monterola, Sheryl Lyn C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1702063
Schlagwörter	Earth Science; Logical Thinking; Cooperative Learning; Computer Assisted Instruction; Teaching Methods; Thinking Skills; Scientific Concepts; Concept Formation; Comparative Analysis; Inquiry; Active Learning; Technology Integration; Instructional Innovation; Grade 7; Urban Areas; Science Instruction; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Kooperatives Lernen; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Concept learning; Begriffsbildung; Aktives Lernen; Educational Innovation; Bildungsinnovation; School year 07; 7. Schuljahr; Schuljahr 07; Urban area; Stadtregion; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Philippinen
Abstract	Computer-supported collaborative learning (CSCL) is a technology-driven inquiry-based approach that encourages social interaction and shared knowledge construction in completing computer-aided tasks. Although there were researches carried out on CSCL, no research to date has extensively examined how CSCL enhanced with scripts containing student-generated questions can facilitate the development of logical thinking, an essential skill to effectively comprehend science concepts. In this light, this research examined the effects of co-creating scripts in CSCL on students' logical thinking. This utilized a three-group pretest-posttest quasi-experimental design with two delayed posttests which involved Grade 7 students. One group was exposed to CSCL with scripting while the other group was exposed to CSCL without scripting. On the other hand, the control group was exposed to a conventional teaching approach. Findings revealed that CSCL approaches significantly improved students' logical thinking, F(2, 113) = 5.616, p = 0.0025. Further, the delayed posttests consistently showed that CSCL with scripting significantly influenced the development of logical thinking. Notably, this research builds and extends on previous researches regarding the synergistic scaffolding of the inquiry-based approach, technology integration, collaborative learning, and question-asking activity. This innovation catalyzed learning and offered essential implications that provided opportunities for future research directions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01