Guiding instruction for developing students’ key affective dimensions of critical thinking : in a computer-supported collaborative learning context

AbstractSelf-regulation is critical for successful learning, and socially shared regulation contributes to productive collaborative learning. The problem is that the psychological processes at the foundation of regulation are invisible and, thus, very challenging to understand, support, and influence. The aim of this paper is to review the progress in socially shared regulation research data collection methods for trying to understand the complex process of regulation in the social learning context, for example, collaborative learning and computer-supported collaborative learning. We highlight the importance of tracing the sequential and temporal characteristics of regulation in learning by focusing on data for individual- and group-level shared regulatory activities that use technological research tools and by gathering in-situ data about students’ challenges that provoke regulation of learning. We explain how we understand regulation in a social context, argue why methodological progress is needed, and review the progress made in researching regulation of learning.

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Facilitating Computer-Supported Collaborative Learning with Question-Asking Scripting Activity and its Effects on Students’ Conceptual Understanding and Critical Thinking in Science

International Journal of Innovation in Science and Mathematics Education ◽

10.30722/ijisme.29.01.003 ◽

2021 ◽

Vol 29 (1) ◽

Author(s):

Hazel Joyce Mercado Ramirez

Keyword(s):

Critical Thinking ◽

Collaborative Learning ◽

Conceptual Understanding ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Shared Knowledge ◽

Computer Supported Collaborative Learning ◽

Question Asking ◽

Post Test ◽

Quasi Experimental

Computer-supported collaborative learning (CSCL) provides an environment that enhances social interaction and shared knowledge construction among students. However, limited research has examined CSCL reinforced by question-asking scripting activity. This research investigated the effects of CSCL with question-asking scripting activity on the development of conceptual understanding and critical thinking in science. Moreover, the research design was a three-group pre-test-post-test quasi-experimental study in which the research sample were 106 Grade 7 students. The only difference between the control and the experimental groups was the exposure to CSCL. The experimental groups were exposed to CSCL approaches: one without scripting while one was exposed with question-asking scripting activity. Results revealed that CSCL approaches significantly affected the development of students’ conceptual understanding and critical thinking. Specifically, CSCL with scripting stimulated more intellectual discussion which allowed learners to deepen lesson comprehension and improve their critical thinking skills. Insights on the innovations through technology integration, collaborative inquiry learning, and question-asking activity to enhance science education were also discussed. The findings of this study have important implications for future practice.

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Facilitating critical thinking using the C-QRAC collaboration script: Enhancing science reading literacy in a computer-supported collaborative learning environment

Computers & Education ◽

10.1016/j.compedu.2015.05.004 ◽

2015 ◽

Vol 88 ◽

pp. 182-191 ◽

Cited By ~ 17

Author(s):

Yuan-Hsuan Lee

Keyword(s):

Critical Thinking ◽

Collaborative Learning ◽

Learning Environment ◽

Reading Literacy ◽

Computer Supported Collaborative Learning ◽

Collaboration Script ◽

Science Reading ◽

Collaborative Learning Environment

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The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking

Psicologia Escolar e Educacional ◽

10.1590/s1413-85572007000300008 ◽

2007 ◽

Vol 11 (spe) ◽

pp. 83-92 ◽

Cited By ~ 1

Author(s):

Tammy Schellens ◽

Hilde Van Keer ◽

Bram De Wever ◽

Martin Valcke

Keyword(s):

Critical Thinking ◽

Collaborative Learning ◽

University Students ◽

Discussion Groups ◽

Asynchronous Discussion ◽

Computer Supported Collaborative Learning ◽

Cscl Scripts ◽

Different Types ◽

Thinking Processes ◽

Asynchronous Discussion Groups

The present study focuses on the use of two different types of scripts as possible ways to structure university students' discourse in asynchronous discussion groups and consequently promote their learning. More specifically, the aim of the study is to determine how requiring students to label their contributions by means of De Bono's Thinking Hats (script 1) and Weinberger's script for the construction of argumentation sequences (script 2) affects the ongoing critical thinking processes reflected in the discussion. The results suggest that both scripts successfully facilitated critical thinking. The results showed that the labeling condition (script 1) surpasses the argumentation script (script 2) with regard to the overall depth of critical thinking in the discussion, and the critical thinking processes during the stages of problem identification and problem integration in particular. Further, it can be argued that students in the labeling condition are engaged in more focused, more critical, and more practically-oriented discussions.

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Ensino Baseado em Casos Aliado à Aprendizagem Online em Disciplina de Comunicação Científica

Revista Brasileira de Informática na Educação ◽

10.5753/rbie.2017.25.02.1 ◽

2017 ◽

Vol 25 (02) ◽

pp. 1

Author(s):

Patrícia Fernanda de Oliveira Cabral ◽

Nilcimar Dos Santos Souza ◽

Salete Linhares Queiroz

Keyword(s):

Critical Thinking ◽

Collaborative Learning ◽

Learning Model ◽

Virtual Learning Environment ◽

Computer Supported Collaborative Learning ◽

Aviation Gasoline ◽

Chemistry Students ◽

Undergraduate Chemistry ◽

The One ◽

Learning Principles

Ways of organization of learning activities based on Computer-Supported Collaborative Learning have been discussed since the beginning of the 80s. With that in mind, educators should be encouraged to use computers in innovative ways to help students gain experience in collaboration and develop critical thinking and argument skills. This paper addresses a didactic activity based on computer-supported collaborative learning principles. We investigate the dynamics of interactions among undergraduate chemistry students within the groups focusing on skills of active learning conversation described in the Collaborative Learning Model. In a virtual learning environment named eduqui.info 37 students divided into 17 doubles and 1 trio solved 4 investigative case studies related to environmental pollution caused by plastic and oil, replacement of aviation gasoline by ethanol and replacement of trans fat found in foods. The messages posted on eduqui.info Forum by 2 doubles were analyzed for the identification of the students’ collaboration. The major sub-skills related to Collaborative Learning Model found in the students’ messages were Inform, Argue and Request. It is possible to conclude that activities like the one addressed in this study can be effectively used to develop critical thinking and argument skills in undergraduate chemistry students.

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