NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ950406
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0738-0569
Sharing, Talking, and Learning in the Elementary School Science Classroom: Benefits of Innovative Design and Collaborative Learning in Computer-Integrated Settings
Gallardo-Virgen, J. Andres; DeVillar, Robert A.
Computers in the Schools, v28 n4 p278-290 2011
Impact on student achievement of randomly assigned students working individually or collaboratively in mixed- and matched-gender pairs at a computer on predetermined science tasks was investigated. Collaborative dyads shared a computer and screen as each operated an independent keyboard and mouse. A mixed gender control group working individually at their respective computers was used for comparison purposes. A software application was designed to facilitate collaborative work and track the quantity of text written by users and their respective use of time. A final written assessment was conducted to compare the level of academic achievement between the control group and the experimental. A significant difference in academic achievement resulted. (Contains 2 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico