Abstract

We investigated how differently structured external scripts interact with learners' internal scripts with respect to individual knowledge acquisition in a Web-based collaborative inquiry learning environment. Ninety students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured) supporting collaborative argumentation were embedded within a Web-based collaborative inquiry learning environment. Students' internal scripts were classified as either high or low structured, establishing a 2×2-factorial design. Results suggest that the high structured external collaboration script supported the acquisition of domain-general knowledge of all learners regardless of their internal scripts. Learners' internal scripts influenced the acquisition of domain-specific knowledge. Results are discussed concerning their theoretical relevance and practical implications for Web-based inquiry learning with collaboration scripts.

Citation

Kollar, I., Fischer, F. & Slotta, J.D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning and Instruction, 17(6), 708-721. Elsevier Ltd. Retrieved February 3, 2023 from https://www.learntechlib.org/p/100697/.

Keywords

• Collaboration Scripts
• Computer Uses in Education
• computer-supported collaborative learning
• Cooperation
• EDUCATIONAL ENVIRONMENT
• information technology
• inquiry
• inquiry learning
• Internal scripts
• internet
• learning environments
• Learning Processes
• Locus of Control
• Perception
• science education
• Secondary School Students