When to Collaborate during Inquiry Activities: While Predicting or after Making Individual Predictions?

Autor/inn/en	Fauville, Géraldine; Martinez-Garza, Mario Manuel; Vitale, Jonathan Michael; Linn, Marcia
Titel	When to Collaborate during Inquiry Activities: While Predicting or after Making Individual Predictions?
Quelle	(2017), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperative Learning; Inquiry; Active Learning; Electronic Learning; Science Instruction; Prediction; Evolution; Biodiversity; Marine Biology; Middle School Students; Individual Activities + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Vorhersage; Biodiversität; Meeresbiologie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Individual work; Einzelarbeit
Abstract	When should students collaborate during inquiry learning using an online learning environment? We compare "continuous collaboration" to "individual predictions" followed by collaborative exploration of natural selection and evolution in a unit featuring interactive models illustrating the marine biodiversity crisis. In the individual condition students made their own predictions about the dynamics of a simulated fish population subject to predation before comparing and discussing their ideas in pairs. In the continuous condition students collaboratively predicted and discussed their ideas. Results suggest that the individual condition where students developed and expressed their own ideas before sharing them with a peer enabled them to refine their thinking and improve their understanding of natural selection better than the continuous condition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01