Regulative Support for Collaborative Scientific Inquiry Learning.
作者： S. Manlove , A.W. Lazonder , T. Jong
DOI: 10.1111/J.1365-2729.2006.00162.X
关键词: Mathematics education 、 Cooperative learning 、 Learning environment 、 Collaborative learning 、 Control (management) 、 Psychology 、 Professional learning community 、 Science teaching 、 Pedagogy 、 Student learning 、 Qualitative property
摘要: This study examined whether online tool support for regulation promotes student learning during collaborative inquiry in a computer simulation-based environment. Sixty-one students worked small groups to conduct scientific with fluid dynamics. Groups the experimental condition received regulatory guidelines; control were given version of this from which these instructions removed. Results showed facilitative effects fully specified on outcomes and initial planning. Qualitative data elucidated how regulative guidelines enhanced suggests ways further improve processes within settings.
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