Mäkitalo-Siegl, Kati; Kohnle, Carmen; Fischer, Frank
Computer-supported collaborative inquiry learning and classroom scripts. Effects on help-seeking processes and learning outcomes.
In: Learning & Instruction, Vol. 21, Nr. 2: S. 257-266
This study examined the influence of classroom-script structure (high vs. low) during computer-supported collaborative inquiry learning on help-seeking processes and learning gains in 54 student pairs in secondary science education. Screen- and audio-capturing videos were analysed according to a model of the help-seeking process. Results show that the structure of the classroom script substantially affects patterns of student help seeking and learning gain in the classroom. Overall, students in the high-structured classroom-script condition sought less help but learnt more than those in the low-structured classroom-script condition.