The collaborative discourse characteristics of high school students during a web-based module for a socioscientific issue
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s11251-021-09574-1.pdf
Reference46 articles.
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2. Bakhtiar, A., Webster, E. A., & Hadwin, A. F. (2018). Regulation and socio-emotional interactions in a positive and a negative group climate. Metacognition and Learning, 13(1), 57–90. https://doi.org/10.1007/s11409-017-9178-x
3. Balgopal, M. M., Casper, A. M. A., Atadero, R. A., & Rambo-Hernandez, K. E. (2017). Responses to different types of inquiry prompts: College students’ discourse, performance, and perceptions of group work in an engineering class. International Journal of Science Education, 39(12), 1625–1647. https://doi.org/10.1080/09500693.2017.1346847
4. Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12(3), 307–359. https://doi.org/10.1207/s15327809jls1203_1
5. Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349–377. https://doi.org/10.1080/09500690802582241
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