ERIC Number: EJ584626
Record Type: CIJE
Publication Date: 1998
Reference Count: 0
Using Explanatory Knowledge during Collaborative Problem Solving in Science.
Coleman, Elaine B.
Journal of the Learning Sciences, v7 n3-4 p387-427 1998
Evaluates the effects of the scaffold explanation-based approach to collaborative discussion on students' understanding of photosynthesis. Forty-eight fourth- and fifth-grade students were divided into groups of high, average control (AC), and average intervention (AI). Students worked collaboratively and individually on two reasoning tasks. Results indicated that the AI students developed a more accurate scientific and functional understanding than did the AC group. (Author/SJR)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Special issue: Learning through Problem Solving.