Sharing, Talking, and Learning in the Elementary School Science Classroom: Benefits of Innovative Design and Collaborative Learning in Computer-Integrated Settings

Autor/inn/en	Gallardo-Virgen, J. Andres; DeVillar, Robert A.
Titel	Sharing, Talking, and Learning in the Elementary School Science Classroom: Benefits of Innovative Design and Collaborative Learning in Computer-Integrated Settings
Quelle	In: Computers in the Schools, 28 (2011) 4, S.278-290 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2011.621803
Schlagwörter	Foreign Countries; Developing Nations; Computer Assisted Instruction; Instructional Design; Computer Software; Comparative Analysis; Experimental Groups; Control Groups; Instructional Effectiveness; Elementary School Science; Cooperative Learning; Grade 4; Private Schools; Science Tests; Science Instruction; Science Achievement; Mexico + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Kooperatives Lernen; School year 04; 4. Schuljahr; Schuljahr 04; Private school; Privatschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mexiko
Abstract	Impact on student achievement of randomly assigned students working individually or collaboratively in mixed- and matched-gender pairs at a computer on predetermined science tasks was investigated. Collaborative dyads shared a computer and screen as each operated an independent keyboard and mouse. A mixed gender control group working individually at their respective computers was used for comparison purposes. A software application was designed to facilitate collaborative work and track the quantity of text written by users and their respective use of time. A final written assessment was conducted to compare the level of academic achievement between the control group and the experimental. A significant difference in academic achievement resulted. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10