Co-creating scripts in computer-supported collaborative learning and its effects on students' logical thinking in earth science.
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| Title: | Co-creating scripts in computer-supported collaborative learning and its effects on students' logical thinking in earth science. |
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| Authors: | Ramirez, Hazel Joyce M.1 hmramirez@up.edu.ph, Monterola, Sheryl Lyn C.2 |
| Source: | Interactive Learning Environments. Jun2022, Vol. 30 Issue 5, p908-921. 14p. |
| Subjects: | Computer-supported cooperative work, Collaborative learning, Earth science education, Higher education, Scripting languages (Computer science) |
| Abstract: | Computer-supported collaborative learning (CSCL) is a technology-driven inquiry-based approach that encourages social interaction and shared knowledge construction in completing computer-aided tasks. Although there were researches carried out on CSCL, no research to date has extensively examined how CSCL enhanced with scripts containing student-generated questions can facilitate the development of logical thinking, an essential skill to effectively comprehend science concepts. In this light, this research examined the effects of co-creating scripts in CSCL on students' logical thinking. This utilized a three-group pretest-posttest quasi-experimental design with two delayed posttests which involved Grade 7 students. One group was exposed to CSCL with scripting while the other group was exposed to CSCL without scripting. On the other hand, the control group was exposed to a conventional teaching approach. Findings revealed that CSCL approaches significantly improved students' logical thinking, F(2, 113) = 5.616, p =.0025. Further, the delayed posttests consistently showed that CSCL with scripting significantly influenced the development of logical thinking. Notably, this research builds and extends on previous researches regarding the synergistic scaffolding of the inquiry-based approach, technology integration, collaborative learning, and question-asking activity. This innovation catalyzed learning and offered essential implications that provided opportunities for future research directions. [ABSTRACT FROM AUTHOR] |
| Copyright of Interactive Learning Environments is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Text: Availability: 0 |
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| Header | DbId: egs DbLabel: Engineering Source An: 157137435 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Co-creating scripts in computer-supported collaborative learning and its effects on students' logical thinking in earth science. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ramirez%2C+Hazel+Joyce+M%2E%22">Ramirez, Hazel Joyce M.</searchLink><relatesTo>1</relatesTo><i> hmramirez@up.edu.ph</i><br /><searchLink fieldCode="AR" term="%22Monterola%2C+Sheryl+Lyn+C%2E%22">Monterola, Sheryl Lyn C.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Interactive+Learning+Environments%22">Interactive Learning Environments</searchLink>. Jun2022, Vol. 30 Issue 5, p908-921. 14p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Computer-supported+cooperative+work%22">Computer-supported cooperative work</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Earth+science+education%22">Earth science education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Scripting+languages+%28Computer+science%29%22">Scripting languages (Computer science)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Computer-supported collaborative learning (CSCL) is a technology-driven inquiry-based approach that encourages social interaction and shared knowledge construction in completing computer-aided tasks. Although there were researches carried out on CSCL, no research to date has extensively examined how CSCL enhanced with scripts containing student-generated questions can facilitate the development of logical thinking, an essential skill to effectively comprehend science concepts. In this light, this research examined the effects of co-creating scripts in CSCL on students' logical thinking. This utilized a three-group pretest-posttest quasi-experimental design with two delayed posttests which involved Grade 7 students. One group was exposed to CSCL with scripting while the other group was exposed to CSCL without scripting. On the other hand, the control group was exposed to a conventional teaching approach. Findings revealed that CSCL approaches significantly improved students' logical thinking, F(2, 113) = 5.616, p =.0025. Further, the delayed posttests consistently showed that CSCL with scripting significantly influenced the development of logical thinking. Notably, this research builds and extends on previous researches regarding the synergistic scaffolding of the inquiry-based approach, technology integration, collaborative learning, and question-asking activity. This innovation catalyzed learning and offered essential implications that provided opportunities for future research directions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Interactive Learning Environments is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10494820.2019.1702063 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 908 Subjects: – SubjectFull: Computer-supported cooperative work Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Earth science education Type: general – SubjectFull: Higher education Type: general – SubjectFull: Scripting languages (Computer science) Type: general Titles: – TitleFull: Co-creating scripts in computer-supported collaborative learning and its effects on students' logical thinking in earth science. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ramirez, Hazel Joyce M. – PersonEntity: Name: NameFull: Monterola, Sheryl Lyn C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10494820 Numbering: – Type: volume Value: 30 – Type: issue Value: 5 Titles: – TitleFull: Interactive Learning Environments Type: main |
| ResultId | 1 |
