Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement

Kollar, Ingo; Ufer, Stefan; Reichersdorfer, Elisabeth; Vogel, Freydis; Fischer, Frank; Reiss, Kristina

doi:10.1016/j.learninstruc.2014.01.003

Cited by 44 publications

(33 citation statements)

References 52 publications

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Section: Some Characteristics Of the Learning Sciencesmentioning

confidence: 99%

“…That is, many learning scientists situate their research in one or more disciplines, striving to understand learning as it is enacted in a specific context, instead of assuming immediate domain-general answers to their research questions. Disciplines frequently involved are mathematics, science, computer science, language, or medicine (e.g., Herrenkohl & Cornelius, 2013;Kollar et al, 2014;Tabak & Radinsky, 2015).Another major aspect of learning sciences research is that it aims at supporting learning and teaching by (re-)designing rich learning environments, be it in formal learning environments like school classrooms or informal learning environments like museums or libraries. In particular, research focuses on various forms of supporting learning and approaches to structuring and designing all 1 NAPLeS is an international platform for networking and collaboration between learning sciences degree programs.…”

mentioning

confidence: 99%

“…Furthermore, digital technologies are also considered optimal tools to facilitate the implementation of adaptive support for individuals and groups. Here, two main lines of research are concerned with awareness support for groups (Janssen & Bodemer, 2013) as well as scaffolding and scripting of interaction in groups of learners (e.g., Kollar et al, 2014). The former collects information about the group and its members and feeds it back to the group, which can regulate its behavior based on this information.…”

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confidence: 99%

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What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs

Sommerhoff

Szameitat

Vogel

et al. 2018

Journal of the Learning Sciences

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The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their disciplinary backgrounds and the topics and research methods they address. In this document analysis of the websites of 75 international graduate learning sciences programs, we examine central concepts and research methods across institutions, compare the programs, and assess the homogeneity of different subgroups. Results reveal that the concepts addressed most frequently were real-world learning in formal and informal contexts, designing learning environments, cognition and metacognition, and using technology to support learning. Among research methods, design-based research (DBR), discourse and dialog analyses, and basic statistics stand out. Results show substantial differences between programs, yet programs focusing on DBR show the greatest similarity regarding the other concepts and methods they teach. Interpreting the similarity of the graduate programs using a community of practice perspective, there is a set of relatively coherent programs at the core of the learning sciences, pointing to the emergence of a discipline, and a variety of multidisciplinary and more heterogeneous programs "orbiting" the core in the periphery, shaping and innovating the field.The learning sciences as an academic community started to grow some 30 years ago, when the idea of investigating learning and teaching in the real world brought together scientists from various research areas. Stemming from fields like psychology, sociology, computer science, design studies, science, mathematics or medical education, social work, and the young field of cognitive science, these scientists had different academic backgrounds regarding both theory and methods (Hoadley & Van Haneghan, 2011). Thus, from the very beginning, a characteristic of the learning sciences was and continues to be its multifaceted nature, originating from the involvement of diverse scientific fields, each contributing to research on learning and supporting learning in its own way.Since then, an academic community has evolved and flourished, which has increased considerably regarding its scientific impact and popularity. Today, there are many universities across the globe offering graduate programs in learning sciences. Still, up to now little has been known about the disciplines involved in offering these programs and the theories, concepts, and (research) methods they teach. As Yoon and Hmelo-Silver (2017) point out, knowing the extent to which learning sciences programs align might be crucial knowledge to understand both the current status of learning sciences and its future development, which depends on what future learning scientists learn in these programs (Nathan, Rummel, & Hay, 2016). The present study aims to answer the question of the current alignment of graduate learning sciences programs and thereby adds to and extends the...

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Section: Some Characteristics Of the Learning Sciencesmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs

Sommerhoff

Szameitat

Vogel

et al. 2018

Journal of the Learning Sciences

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“…Nooroozi et al, 2013). However, other research revealed contradictory results regarding the effectiveness of collaboration scripts for domain-specific learning outcomes (Kollar et al, 2014). Therefore, investigating the effectiveness of different scripting techniques in various situations is an important field of study (Kollar & Fischer, 2010).…”

Section: Scripting the Peer Feedback Process In Function Of Students'mentioning

confidence: 99%

Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement

Gielen

Wever

2015

Computers & Education

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This study investigates how an instructional intervention focused on engaging both the assessor and assessee in the peer feedback process can be advantageous for the quality of students' peer feedback and written product in a wiki-based computer-supported collaborative learning environment in the first year of higher education. The main aim was to examine the effect of structuring the role of the assessee and/or assessor by respectively providing them with a peer feedback request and/or content checklist, together with a structured peer feedback template. The present study adopted a 2x2 design, in which four conditions were compared: (1) a control condition, (2) a feedback request condition, (3) a content checklist condition, and (4) a combination (feedback request + content checklist) condition. Every student (N=125) belonged to a group (n=27) of five and had to fulfil three consecutive assignments, each consisting of writing an abstract for a scientific paper in the wiki. The results revealed that the quality of both peer feedback and the final product increased for all conditions over time, but no significant differences were found between the conditions at time 2 and time 3. However, when the role of the assessee is structured to request for particular peer feedback, this appeared to be favourable for the peer feedback scores, but only at the initial stage of performance. Building on this, limitations, practical implications, and directions for future research are presented.

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“…It builds on a number of very important and influential studies on collaboration scripts by Fischer and colleagues (Fischer et al 2013) as well as others in the broader community (Schellens et al 2007;Rummel et al 2012). This paper in particular addresses important questions related to the integration of scripts with heuristic worked examples, which prior work suggests can both provide effective scaffolding for MAS (Kollar et al 2014). A challenge in integration of multiple forms of scaffolding is the danger of over-scripting or script interference.…”

Section: How To Combine Collaboration Scripts and Heuristic Worked Exmentioning

confidence: 99%

Divisive or facilitative: The two faces of technology in CSCL

Rosé

Ludvigsen

Law

et al. 2017

Intern. J. Comput.-Support. Collab. Learn

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Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement

Cited by 44 publications

References 52 publications

What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs

What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs

Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement

Divisive or facilitative: The two faces of technology in CSCL

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