Understanding the effect of differences in prior knowledge on middle school students’ collaborative interactions and learning
Author:
Funder
National Science Foundation
Publisher
Springer Science and Business Media LLC
Subject
Human-Computer Interaction,Education
Link
https://link.springer.com/content/pdf/10.1007/s11412-023-09405-0.pdf
Reference138 articles.
1. Abtahi, Y., Graven, M., & Lerman, S. (2017). Conceptualising the more knowledgeable other within a multi-directional ZPD. Educational Studies in Mathematics, 96(3), 275–287. https://doi.org/10.1007/s10649-017-9768-1
2. Aggarwal, I., & Woolley, A. W. (2013). Do you see what I see? The effect of members’ cognitive styles on team processes and errors in task execution. Organizational Behavior and Human Decision Processes, 122(1), 92–99. https://doi.org/10.1016/j.obhdp.2013.04.003
3. Andrews, J. J., & Rapp, D. N. (2015). Benefits, costs, and challenges of collaboration for learning and memory. Translational Issues in Psychological Science, 1(2), 182. https://doi.org/10.1037/tps0000025
4. Apedoe, X. S., Ellefson, M. R., & Schunn, C. D. (2012). Learning together while designing: Does group size make a difference? Journal of Science Education and Technology, 21(1), 83–94. https://doi.org/10.1007/s10956-011-9284-5
5. Arvaja, M., Häkkinen, P., Eteläpelto, A., & Rasku-Puttonen, H. (2000). Collaborative processes during report writing of a science learning project: The nature of discourse as a function of task requirements. European Journal of Psychology of Education, 15(4), 455–466. https://doi.org/10.1007/BF03172987
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