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Ton De Jong - One of the best experts on this subject based on the ideXlab platform.
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The relation between prior knowledge and students' collaborative Discovery Learning processes
Journal of Research in Science Teaching, 2005Co-Authors: Hannie Gijlers, Ton De JongAbstract:In this study we investigate how prior knowledge influences knowledge development during collaborative Discovery Learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a Discovery Learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction with the environment was logged. Based on students' individual judgments of the truth-value and testability of a series of domain-specific propositions, a detailed description of the knowledge configuration for each dyad was created before they entered the Learning environment. Qualitative analyses of two dialogues illustrated that prior knowledge influences the Discovery Learning processes, and knowledge development in a pair of students. Assessments of student and dyad definitional (domain-specific) knowledge, generic (mathematical and graph) knowledge, and generic (Discovery) skills were related to the students' dialogue in different Discovery Learning processes. Results show that a high level of definitional prior knowledge is positively related to the proportion of communication regarding the interpretation of results. Heterogeneity with respect to generic prior knowledge was positively related to the number of utterances made in the Discovery process categories hypotheses generation and experimentation. Results of the qualitative analyses indicated that collaboration between extremely heterogeneous dyads is difficult when the high achiever is not willing to scaffold information and work in the low achiever's zone of proximal development. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 264-282, 2005 (http://www3.interscience.wiley.com/cgi-bin/abstract/109887529)
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The Relation between Prior Knowledge and Students' Collaborative Discovery Learning Processes.
Journal of Research in Science Teaching, 2005Co-Authors: Hannie Gijlers, Ton De JongAbstract:In this study we investigate how prior knowledge influences knowledge development during collaborative Discovery Learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a Discovery Learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction with the environment was logged. Based on students' individual judgments of the truth-value and testability of a series of domain-specific propositions, a detailed description of the knowledge configuration for each dyad was created before they entered the Learning environment. Qualitative analyses of two dialogues illustrated that prior knowledge influences the Discovery Learning processes, and knowledge development in a pair of students. Assessments of student and dyad definitional (domain-specific) knowledge, generic (mathematical and graph) knowledge, and generic (Discovery) skills were related to the students' dialogue in different Discovery Learning processes. Results show that a high level of definitional prior knowledge is positively related to the proportion of communication regarding the interpretation of results. Heterogeneity with respect to generic prior knowledge was positively related to the number of utterances made in the Discovery process categories hypotheses generation and experimentation. Results of the qualitative analyses indicated that collaboration between extremely heterogeneous dyads is difficult when the high achiever is not willing to scaffold information and work in the low achiever's zone of proximal development.
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Scientific Discovery Learning with Computer Simulations of Conceptual Domains
Review of Educational Research, 1998Co-Authors: Ton De Jong, W. R. Van JoolingenAbstract:Scientific Discovery Learning is a highly self-directed and constructivistic form of Learning. A computer simulation is a type of computer-based environment that is well suited for Discovery Learning, the main task of the learner being to infer, through experimentation, characteristics of the model underlying the simulation. In this article we give a review of the observed effectiveness and efficiency of discovev Learning in simulation environments together with problems that learners may encounter in Discovery Learning, and we discuss how simulations may be combined with instructional support in order to overcome these problems.
W. R. Van Joolingen - One of the best experts on this subject based on the ideXlab platform.
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Supporting Communication in a Collaborative Discovery Learning Environment: the Effect of Instruction
Instructional Science, 2006Co-Authors: Nadira Saab, W. R. Van Joolingen, Bernadette H A M Van Hout-woltersAbstract:We present a study on the effect of instruction on collaboration in a collaborative Discovery Learning environment. The instruction we used, called RIDE, is built upon four principles identified in the literature on collaborative processes: Respect, Intelligent collaboration, Deciding together, and Encouraging. In an experimental study, a group of learners (ages 15–17) receiving this instruction was compared to a control group. The learners worked in dyads on separate computers in a shared Discovery Learning environment in the physics domain of collisions, communicating through a chat channel. Qualitative and quantitative analyses of the logged actions in the Learning environment and the chat protocols showed that the RIDE instruction can lead to more constructive communication, and improved Discovery Learning activities, as expected, although no direct effect on Discovery Learning results was found. This study shows the benefits of providing instruction on effective communication and the Learning process in a collaborative Discovery Learning situation.
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Communication in collaborative Discovery Learning.
The British journal of educational psychology, 2005Co-Authors: Nadira Saab, W. R. Van Joolingen, Bernadette H A M Van Hout-woltersAbstract:Constructivist approaches to Learning focus on Learning environments in which students have the opportunity to construct knowledge themselves, and negotiate this knowledge with others. Discovery Learning and collaborative Learning are examples of Learning contexts that cater for knowledge construction processes. We introduce a computer-based Learning environment in which the two forms of Learning are implemented simultaneously. We focus on the interaction between Discovery Learning and collaborative Learning. We aim to investigate which communicative activities are frequently used in the Discovery Learning process and which communicative and Discovery activities co-occur. The study involved 21 pairs of 10th-grade students enrolled in pre-university education, ranging from 15 to 17 years of age. Participants worked in dyads on separate screens in a shared Discovery Learning environment. They communicated using a chat box. In order to find a possible relationship between communicative activities and Discovery Learning processes, correlational analysis and principal component analysis were performed. Significant relationships were found between communicative and Discovery activities, as well as five factors combining the communicative process and the Discovery Learning processes. Communicative activities are performed most frequently during the activities in generating hypotheses, experimental design, and conclusion construction. Argumentation occurs less than expected, and is associated with the construction of conclusions, rather than generating hypotheses. Communicative activities co-occur with Discovery activities most of the time, as we expected. Further research should concentrate on means to augment communicative and Discovery activities that are related to positive Learning outcomes.
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Communication in collaborative Discovery Learning
British Journal of Educational Psychology, 2005Co-Authors: Nadira Saab, W. R. Van Joolingen, Bernadette H A M Van Hout-woltersAbstract:Background. Constructivist approaches to Learning focus on Learning environments in which students have the opportunity to construct knowledge themselves, and negotiate this knowledge with others. Discovery Learning and collaborative Learning are examples of Learning contexts that cater for knowledge construction processes. We introduce a computer-based Learning environment in which the two forms of Learning are implemented simultaneously. We focus on the interaction between Discovery Learning and collaborative Learning. Aim. We aim to investigate which communicative activities are frequently used in the Discovery Learning process and which communicative and Discovery activities co-occur. Sample. The study involved 21 pairs of 10th-grade students enrolled in pre-university education, ranging from 15 to 17 years of age. Method. Participants worked in dyads on separate screens in a shared Discovery Learning environment. They communicated using a chat box. In order to find a possible relationship between communicative activities and Discovery Learning processes, correlational analysis and principal component analysis were performed. Result. Significant relationships were found between communicative and Discovery activities, as well as five factors combining the communicative process and the Discovery Learning processes. Communicative activities are performed most frequently during the activities in generating hypotheses, experimental design, and conclusion construction. Argumentation occurs less than expected, and is associated with the construction of conclusions, rather than generating hypotheses. Conclusion. Communicative activities co-occur with Discovery activities most of the time, as we expected. Further research should concentrate on means to augment communicative and Discovery activities that are related to positive Learning outcomes.
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CSCL - Supporting collaborative Discovery Learning by presenting a tool
Proceedings of the 2005 conference on Computer support for collaborative learning learning 2005: the next 10 years! - CSCL '05, 2005Co-Authors: Nadira Saab, W. R. Van JoolingenAbstract:In collaborative Discovery Learning students jointly perform experiments to test generated hypotheses with as a result the co-construction of knowledge by means of sharing knowledge and negotiating. In this study, we introduce the Collaborative Hypothesis Tool (CHT), which guided 15 of 25 dyads through the collaborative Discovery Learning process. The results show that working with the CHT can influence the use of communicative and Discovery activities, which can lead to a better Learning performance. Future research should be aimed at the stimulation of the use of the tool, since the learners did not use the tool very frequently.
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Designing for collaborative Discovery Learning
Lecture Notes in Computer Science, 2000Co-Authors: W. R. Van JoolingenAbstract:In this paper a general design is introduced for collaborative Discovery Learning. Starting from the properties of Learning processes involved in Discovery Learning, an analysis is made how they can be supported by collaboration, and how new types of instructional support can be created from the interaction between collaborative support measures and the specific Learning processes involved in Discovery Learning. This is elaborated into a generic architecture for collaborative Discovery Learning environments.
Hannie Gijlers - One of the best experts on this subject based on the ideXlab platform.
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The relation between prior knowledge and students' collaborative Discovery Learning processes
Journal of Research in Science Teaching, 2005Co-Authors: Hannie Gijlers, Ton De JongAbstract:In this study we investigate how prior knowledge influences knowledge development during collaborative Discovery Learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a Discovery Learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction with the environment was logged. Based on students' individual judgments of the truth-value and testability of a series of domain-specific propositions, a detailed description of the knowledge configuration for each dyad was created before they entered the Learning environment. Qualitative analyses of two dialogues illustrated that prior knowledge influences the Discovery Learning processes, and knowledge development in a pair of students. Assessments of student and dyad definitional (domain-specific) knowledge, generic (mathematical and graph) knowledge, and generic (Discovery) skills were related to the students' dialogue in different Discovery Learning processes. Results show that a high level of definitional prior knowledge is positively related to the proportion of communication regarding the interpretation of results. Heterogeneity with respect to generic prior knowledge was positively related to the number of utterances made in the Discovery process categories hypotheses generation and experimentation. Results of the qualitative analyses indicated that collaboration between extremely heterogeneous dyads is difficult when the high achiever is not willing to scaffold information and work in the low achiever's zone of proximal development. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 264-282, 2005 (http://www3.interscience.wiley.com/cgi-bin/abstract/109887529)
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The Relation between Prior Knowledge and Students' Collaborative Discovery Learning Processes.
Journal of Research in Science Teaching, 2005Co-Authors: Hannie Gijlers, Ton De JongAbstract:In this study we investigate how prior knowledge influences knowledge development during collaborative Discovery Learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a Discovery Learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction with the environment was logged. Based on students' individual judgments of the truth-value and testability of a series of domain-specific propositions, a detailed description of the knowledge configuration for each dyad was created before they entered the Learning environment. Qualitative analyses of two dialogues illustrated that prior knowledge influences the Discovery Learning processes, and knowledge development in a pair of students. Assessments of student and dyad definitional (domain-specific) knowledge, generic (mathematical and graph) knowledge, and generic (Discovery) skills were related to the students' dialogue in different Discovery Learning processes. Results show that a high level of definitional prior knowledge is positively related to the proportion of communication regarding the interpretation of results. Heterogeneity with respect to generic prior knowledge was positively related to the number of utterances made in the Discovery process categories hypotheses generation and experimentation. Results of the qualitative analyses indicated that collaboration between extremely heterogeneous dyads is difficult when the high achiever is not willing to scaffold information and work in the low achiever's zone of proximal development.
Bernadette H A M Van Hout-wolters - One of the best experts on this subject based on the ideXlab platform.
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Supporting Communication in a Collaborative Discovery Learning Environment: the Effect of Instruction
Instructional Science, 2006Co-Authors: Nadira Saab, W. R. Van Joolingen, Bernadette H A M Van Hout-woltersAbstract:We present a study on the effect of instruction on collaboration in a collaborative Discovery Learning environment. The instruction we used, called RIDE, is built upon four principles identified in the literature on collaborative processes: Respect, Intelligent collaboration, Deciding together, and Encouraging. In an experimental study, a group of learners (ages 15–17) receiving this instruction was compared to a control group. The learners worked in dyads on separate computers in a shared Discovery Learning environment in the physics domain of collisions, communicating through a chat channel. Qualitative and quantitative analyses of the logged actions in the Learning environment and the chat protocols showed that the RIDE instruction can lead to more constructive communication, and improved Discovery Learning activities, as expected, although no direct effect on Discovery Learning results was found. This study shows the benefits of providing instruction on effective communication and the Learning process in a collaborative Discovery Learning situation.
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Communication in collaborative Discovery Learning.
The British journal of educational psychology, 2005Co-Authors: Nadira Saab, W. R. Van Joolingen, Bernadette H A M Van Hout-woltersAbstract:Constructivist approaches to Learning focus on Learning environments in which students have the opportunity to construct knowledge themselves, and negotiate this knowledge with others. Discovery Learning and collaborative Learning are examples of Learning contexts that cater for knowledge construction processes. We introduce a computer-based Learning environment in which the two forms of Learning are implemented simultaneously. We focus on the interaction between Discovery Learning and collaborative Learning. We aim to investigate which communicative activities are frequently used in the Discovery Learning process and which communicative and Discovery activities co-occur. The study involved 21 pairs of 10th-grade students enrolled in pre-university education, ranging from 15 to 17 years of age. Participants worked in dyads on separate screens in a shared Discovery Learning environment. They communicated using a chat box. In order to find a possible relationship between communicative activities and Discovery Learning processes, correlational analysis and principal component analysis were performed. Significant relationships were found between communicative and Discovery activities, as well as five factors combining the communicative process and the Discovery Learning processes. Communicative activities are performed most frequently during the activities in generating hypotheses, experimental design, and conclusion construction. Argumentation occurs less than expected, and is associated with the construction of conclusions, rather than generating hypotheses. Communicative activities co-occur with Discovery activities most of the time, as we expected. Further research should concentrate on means to augment communicative and Discovery activities that are related to positive Learning outcomes.
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Communication in collaborative Discovery Learning
British Journal of Educational Psychology, 2005Co-Authors: Nadira Saab, W. R. Van Joolingen, Bernadette H A M Van Hout-woltersAbstract:Background. Constructivist approaches to Learning focus on Learning environments in which students have the opportunity to construct knowledge themselves, and negotiate this knowledge with others. Discovery Learning and collaborative Learning are examples of Learning contexts that cater for knowledge construction processes. We introduce a computer-based Learning environment in which the two forms of Learning are implemented simultaneously. We focus on the interaction between Discovery Learning and collaborative Learning. Aim. We aim to investigate which communicative activities are frequently used in the Discovery Learning process and which communicative and Discovery activities co-occur. Sample. The study involved 21 pairs of 10th-grade students enrolled in pre-university education, ranging from 15 to 17 years of age. Method. Participants worked in dyads on separate screens in a shared Discovery Learning environment. They communicated using a chat box. In order to find a possible relationship between communicative activities and Discovery Learning processes, correlational analysis and principal component analysis were performed. Result. Significant relationships were found between communicative and Discovery activities, as well as five factors combining the communicative process and the Discovery Learning processes. Communicative activities are performed most frequently during the activities in generating hypotheses, experimental design, and conclusion construction. Argumentation occurs less than expected, and is associated with the construction of conclusions, rather than generating hypotheses. Conclusion. Communicative activities co-occur with Discovery activities most of the time, as we expected. Further research should concentrate on means to augment communicative and Discovery activities that are related to positive Learning outcomes.
Nadira Saab - One of the best experts on this subject based on the ideXlab platform.
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Supporting Communication in a Collaborative Discovery Learning Environment: the Effect of Instruction
Instructional Science, 2006Co-Authors: Nadira Saab, W. R. Van Joolingen, Bernadette H A M Van Hout-woltersAbstract:We present a study on the effect of instruction on collaboration in a collaborative Discovery Learning environment. The instruction we used, called RIDE, is built upon four principles identified in the literature on collaborative processes: Respect, Intelligent collaboration, Deciding together, and Encouraging. In an experimental study, a group of learners (ages 15–17) receiving this instruction was compared to a control group. The learners worked in dyads on separate computers in a shared Discovery Learning environment in the physics domain of collisions, communicating through a chat channel. Qualitative and quantitative analyses of the logged actions in the Learning environment and the chat protocols showed that the RIDE instruction can lead to more constructive communication, and improved Discovery Learning activities, as expected, although no direct effect on Discovery Learning results was found. This study shows the benefits of providing instruction on effective communication and the Learning process in a collaborative Discovery Learning situation.
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Communication in collaborative Discovery Learning.
The British journal of educational psychology, 2005Co-Authors: Nadira Saab, W. R. Van Joolingen, Bernadette H A M Van Hout-woltersAbstract:Constructivist approaches to Learning focus on Learning environments in which students have the opportunity to construct knowledge themselves, and negotiate this knowledge with others. Discovery Learning and collaborative Learning are examples of Learning contexts that cater for knowledge construction processes. We introduce a computer-based Learning environment in which the two forms of Learning are implemented simultaneously. We focus on the interaction between Discovery Learning and collaborative Learning. We aim to investigate which communicative activities are frequently used in the Discovery Learning process and which communicative and Discovery activities co-occur. The study involved 21 pairs of 10th-grade students enrolled in pre-university education, ranging from 15 to 17 years of age. Participants worked in dyads on separate screens in a shared Discovery Learning environment. They communicated using a chat box. In order to find a possible relationship between communicative activities and Discovery Learning processes, correlational analysis and principal component analysis were performed. Significant relationships were found between communicative and Discovery activities, as well as five factors combining the communicative process and the Discovery Learning processes. Communicative activities are performed most frequently during the activities in generating hypotheses, experimental design, and conclusion construction. Argumentation occurs less than expected, and is associated with the construction of conclusions, rather than generating hypotheses. Communicative activities co-occur with Discovery activities most of the time, as we expected. Further research should concentrate on means to augment communicative and Discovery activities that are related to positive Learning outcomes.
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Communication in collaborative Discovery Learning
British Journal of Educational Psychology, 2005Co-Authors: Nadira Saab, W. R. Van Joolingen, Bernadette H A M Van Hout-woltersAbstract:Background. Constructivist approaches to Learning focus on Learning environments in which students have the opportunity to construct knowledge themselves, and negotiate this knowledge with others. Discovery Learning and collaborative Learning are examples of Learning contexts that cater for knowledge construction processes. We introduce a computer-based Learning environment in which the two forms of Learning are implemented simultaneously. We focus on the interaction between Discovery Learning and collaborative Learning. Aim. We aim to investigate which communicative activities are frequently used in the Discovery Learning process and which communicative and Discovery activities co-occur. Sample. The study involved 21 pairs of 10th-grade students enrolled in pre-university education, ranging from 15 to 17 years of age. Method. Participants worked in dyads on separate screens in a shared Discovery Learning environment. They communicated using a chat box. In order to find a possible relationship between communicative activities and Discovery Learning processes, correlational analysis and principal component analysis were performed. Result. Significant relationships were found between communicative and Discovery activities, as well as five factors combining the communicative process and the Discovery Learning processes. Communicative activities are performed most frequently during the activities in generating hypotheses, experimental design, and conclusion construction. Argumentation occurs less than expected, and is associated with the construction of conclusions, rather than generating hypotheses. Conclusion. Communicative activities co-occur with Discovery activities most of the time, as we expected. Further research should concentrate on means to augment communicative and Discovery activities that are related to positive Learning outcomes.
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CSCL - Supporting collaborative Discovery Learning by presenting a tool
Proceedings of the 2005 conference on Computer support for collaborative learning learning 2005: the next 10 years! - CSCL '05, 2005Co-Authors: Nadira Saab, W. R. Van JoolingenAbstract:In collaborative Discovery Learning students jointly perform experiments to test generated hypotheses with as a result the co-construction of knowledge by means of sharing knowledge and negotiating. In this study, we introduce the Collaborative Hypothesis Tool (CHT), which guided 15 of 25 dyads through the collaborative Discovery Learning process. The results show that working with the CHT can influence the use of communicative and Discovery activities, which can lead to a better Learning performance. Future research should be aimed at the stimulation of the use of the tool, since the learners did not use the tool very frequently.