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|Title: ||Representational scripting to support students’ online problem-solving performance|
|Authors: ||Slof, Bert|
Kirschner, Paul A.
|Keywords: ||Representational scripting|
|Issue Date: ||Feb-2011|
|Publisher: ||International Society of the Learning Sciences|
|Abstract: ||This study investigated the effects of representational scripting on student learning while online collaboratively solving a complex problem. The premise here is that effective student interaction would be evoked when the problem-solving task is structured into part-tasks that are supported by providing part-task congruent representations (i.e., representational scripting). It was hypothesized that such an approach would lead to a more appropriate student interaction and as a consequence better problem-solving performance. In triads secondary education students worked on a case-based business-economics problem in four experimental conditions, namely one condition in which the groups received representations that were congruent for all three part-tasks and three conditions in which the groups received one of these representations for all three part-tasks. The results show that using representational sripting indeed leads to a more elaborated discussion about the content of the knowledge domain (i.e., concepts, solutions and relations) and to better problem-solving performance.|
|Description: ||Slof, B., Erkens, G., & Kirschner, P. A. (2010, July). Representational scripting to support students’ online problem-solving performance. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) Volume 1 (pp. 476-483). Chicago IL: International Society of the Learning Sciences.|
|Appears in Collections:||1. LC: Publications and Preprints|
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