1: Knowledge Media Research Center (KRMC) — Institut fur Wissensmedien 2: Graduate School of Education — University of California at Berkeley
Appears in:
Computer Supported Collaborative Learning 2005: The Next 10 Years!: Proceedings of the International Conference on Computer Supported Collaborative Le: The Next 10 Tears! (2005) 331-340
Abstract:
Collaboration scripts can help learners to engage in argumentation and knowledge acquisition. However, they might have differential effects for learners holding differently structured knowledge (internal scripts) on argumentation. We investigated how external scripts interact with learners’ internal scripts concerning collaborative argumentation. 98 students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured) supporting argumentation were embedded within a web-based collaborative inquiry curriculum. Students’ internal scripts were classified as either high or low structured, establishing a 2x2-factorial design. Results suggest that the high structured external script supported all learners, regardless of their internal scripts, concerning the acquisition of domain-general knowledge. Learners’ internal scripts influenced the acquisition of domain-specific knowledge. Results from two case studies reveal differences in argumentation processes attributable to the learners' internal scripts. Results are discussed in terms of their theoretical relevance and practical implications for learning with collaboration scripts.
This is a pre-print version of the article published in the Proceedings of the International Conference of CSCL 2005, which is copyrighted by Lawrence Erlbaum Associates, Inc. Readers must contact LEA for permission to reprint or use the material in any form.
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