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Using Explanatory Knowledge during Collaborative Problem Solving in Science
ARTICLE

Journal of the Learning Sciences Volume 7, Number 3, ISSN 1050-8406

Abstract

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)

Citation

Coleman, E.B. (1998). Using Explanatory Knowledge during Collaborative Problem Solving in Science. Journal of the Learning Sciences, 7(3), 387-427. Retrieved May 27, 2019 from .

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