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• W2069040935 abstract "This study examined the influence of classroom-script structure (high vs. low) during computer-supported collaborative inquiry learning on help-seeking processes and learning gains in 54 student pairs in secondary science education. Screen- and audio-capturing videos were analysed according to a model of the help-seeking process. The results showed that the structure of the classroom script substantially affects patterns of student help-seeking and learning gain in the classroom. Overall, students in the high-structured classroom-script condition sought less help but learnt more than those in the low-structured classroom-script condition." @default.
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• W2069040935 date "2011-04-01" @default.
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• W2069040935 title "Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes" @default.
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• W2069040935 doi "https://doi.org/10.1016/j.learninstruc.2010.07.001" @default.
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