Name
Title | ||
|---|---|---|
Fostering complex learning-task performance through scripting student use of computer supported representational tools |
Abstract | ||
|---|---|---|
This study investigated whether scripting student use of computer supported representational tools fostered students' collaborative performance of a complex business-economics problem. Scripting the problem-solving process sequenced and made its phase-related part-task demands explicit, namely (1) determining core concepts, (2) proposing multiple solutions, and (3) coming to a final solution. The representational tools facilitated students in constructing specific representations of the domain (i.e., conceptual, causal, or mathematical) and were each suited for carrying out the part-task demands of a specific phase. Student groups in four experimental conditions had to carry out all part-tasks in a predefined order, but differed in the representational tool(s) they received during their collaborative problem-solving process. In three mismatch conditions, student groups received either a conceptual, causal, or simulation representational tool which supported them in only carrying out one of the three part-tasks. In the match condition, student groups received the three representational tools in the specified order, each matching the part-task demands of a specific problem phase. The results revealed that student groups in the match condition constructed more task-appropriate representations and had more elaborated and meaningful discussions about the domain. As a consequence, those student groups performed better on the complex learning-task. However, similar results were obtained by student groups who only received a representational tool for constructing causal representations for all part-tasks. |
Year | DOI | Venue |
|---|---|---|
2010 | 10.1016/j.compedu.2010.07.016 | Computers & Education |
Keywords | Field | DocType |
complex learning-task performance,external representations,facilitated student,part-task demand,phase-related part-task demand,computer supported collaborative learning-environments,specific phase,complex learning-tasks,scripting student use,simulation representational tool,pedagogical issues,student group,secondary education,match condition,representational tool,causal representation | Secondary education,Computer science,Knowledge management,Pedagogy,Scripting language | Journal |
Volume | Issue | ISSN |
55 | 4 | Computers & Education |
Citations | PageRank | References |
6 | 0.49 | 27 |
Authors | ||
5 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| B. Slof | 1 | 18 | 1.86 |
| G. Erkens | 2 | 418 | 30.11 |
| P. A. Kirschner | 3 | 117 | 14.60 |
| J. Janssen | 4 | 14 | 2.12 |
| C. Phielix | 5 | 99 | 5.73 |