Learner discourse and science learning in the context of microcomputer-based laboratory (MBL) collaborative learning activities

Abstract

This study, located within a social constructivist framework, uses a mixed mode research approach to explore learner interactions and learning for a small group of learners who worked collaboratively through a series of MBL activities. Patterns of learner interactions are identified, in particular discussion/explanation and argumentation interactions. Learning success is related to participation in discursive interactions. The study concludes that the MBL environment provided a suitable context for learners to engage in discursive interaction and that the ability of different learners to engage in these interactions impacted on their ability to access and/or contributed to the collaboratively constructed ‘text’. This, in turn, may have impacted on learning success in this context.