The role of individual preparation before collaboration: An exploratory study on students’ computer-supported collaborative argumentation in a primary classroom

IF 3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of the Learning Sciences Pub Date : 2024-09-11 DOI:10.1080/10508406.2024.2397761

Wenli Chen, Qianru Lyu, Junzhu Su

引用次数: 0

Abstract

Collaborative learning is widely applied in real-world classrooms while young learners still have challenges engaging in high-quality knowledge co-construction processes. Researchers suggested an i...

查看原文本刊更多论文

合作前个人准备的作用：小学课堂中学生在计算机支持下进行协作论证的探索性研究

协作学习被广泛应用于现实世界的课堂中，但年轻的学习者在参与高质量的知识共建过程中仍面临挑战。研究人员提出了一种...

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of the Learning Sciences Multiple-

CiteScore

10.70

自引率

5.30%

发文量

期刊介绍： Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.