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Original Articles

Sharing and Confronting Propositions in Collaborative Inquiry Learning

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Pages 239-268 | Published online: 07 Jul 2009

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (7)

Mari Fukuda, Shiva Hajian, Misha Jain, Arita L. Liu, Teeba Obaid, John C. Nesbit & Philip H. Winne. (2022) Scientific inquiry learning with a simulation: providing within-task guidance tailored to learners’ understanding and inquiry skill. International Journal of Science Education 44:6, pages 1021-1043.
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Stephan Mende, Antje Proske & Susanne Narciss. (2021) Individual preparation for collaborative learning: Systematic review and synthesis. Educational Psychologist 56:1, pages 29-53.
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Sam Perugini & Alec M. Bodzin. (2020) Using Web-Based GIS to Assess Students' Geospatial Knowledge of Hurricanes and Spatial Habits of Mind. Journal of Geography 119:2, pages 63-73.
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Hannie Gijlers & Ton de Jong. (2013) Using Concept Maps to Facilitate Collaborative Simulation-Based Inquiry Learning. Journal of the Learning Sciences 22:3, pages 340-374.
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Jeroen Janssen & Daniel Bodemer. (2013) Coordinated Computer-Supported Collaborative Learning: Awareness and Awareness Tools. Educational Psychologist 48:1, pages 40-55.
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Tessa H. S. Eysink & Ton de Jong. (2012) Does Instructional Approach Matter? How Elaboration Plays a Crucial Role in Multimedia Learning. Journal of the Learning Sciences 21:4, pages 583-625.
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Articles from other publishers (43)

Wanli Xing, Gaoxia Zhu, Okan Arslan, Jaesub Shim & Vitaliy Popov. (2022) Using learning analytics to explore the multifaceted engagement in collaborative learning. Journal of Computing in Higher Education 35:3, pages 633-662.
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Rui Zhang, Ji Shi & Jianwei Zhang. (2023) Research on the Quality of Collaboration in Project-Based Learning Based on Group Awareness. Sustainability 15:15, pages 11901.
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Dewi Ayu Kencana Ungu, Mihye Won, David F. Treagust, Mauro Mocerino, Henry Matovu, Chin-Chung Tsai & Roy Tasker. (2023) Students’ Use of Magnetic Models to Learn Hydrogen Bonding and the Formation of Snowflakes. Journal of Chemical Education 100:7, pages 2504-2519.
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Xiulin Kuang, Tessa H. S. Eysink & Ton de Jong. (2023) Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning. Journal of Research in Science Teaching.
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Andy Nguyen, Sanna Järvelä, Carolyn Rosé, Hanna Järvenoja & Jonna Malmberg. (2022) Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics. British Journal of Educational Technology 54:1, pages 293-312.
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Lucas Vasconcelos. 2022. Technology Integration and Transformation in STEM Classrooms. Technology Integration and Transformation in STEM Classrooms 19 39 .
Tasos Hovardas, Zacharias Zacharia, Nikoletta Xenofontos & Ton de Jong. (2022) How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry-oriented contexts. Instructional Science 50:3, pages 361-390.
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Muhterem Dindar, Sanna Järvelä, Andy Nguyen, Eetu Haataja & Ahsen Çini. (2022) Detecting shared physiological arousal events in collaborative problem solving. Contemporary Educational Psychology 69, pages 102050.
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Lenka Schnaubert & Daniel Bodemer. (2022) Group awareness and regulation in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning 17:1, pages 11-38.
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Lisa Ollesch, Sven Heimbuch & Daniel Bodemer. (2021) Improving learning and writing outcomes: Influence of cognitive and behavioral group awareness tools in wikis. International Journal of Computer-Supported Collaborative Learning 16:2, pages 225-259.
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Michael H.G. Hoffmann. (2021) Reflective Consensus Building on the Nation's Largest Confederate Memorial: A Case Study. Social Science Quarterly 102:3, pages 1111-1127.
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Freydis Vogel, Armin Weinberger & Frank Fischer. 2021. International Handbook of Computer-Supported Collaborative Learning. International Handbook of Computer-Supported Collaborative Learning 335 352 .
Jürgen Buder, Daniel Bodemer & Hiroaki Ogata. 2021. International Handbook of Computer-Supported Collaborative Learning. International Handbook of Computer-Supported Collaborative Learning 295 313 .
Xiulin Kuang, Tessa H.S. Eysink & Ton Jong. (2020) Effects of providing partial hypotheses as a support for simulation‐based inquiry learning. Journal of Computer Assisted Learning 36:4, pages 487-501.
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Michael H. G. Hoffmann. (2019) Reflective Consensus Building on Wicked Problems with the Reflect! Platform. Science and Engineering Ethics 26:2, pages 793-819.
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Anika Radkowitsch, Freydis Vogel & Frank Fischer. (2020) Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning 15:1, pages 5-47.
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Daniel Bodemer & Lenka Schnaubert. 2020. Handbuch Bildungstechnologie. Handbuch Bildungstechnologie 321 331 .
Wanli Xing, Vitaliy Popov, Gaoxia Zhu, Paul Horwitz & Cynthia McIntyre. (2019) The effects of transformative and non-transformative discourse on individual performance in collaborative-inquiry learning. Computers in Human Behavior 98, pages 267-276.
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Gaoxia Zhu, Wanli Xing & Vitaliy Popov. (2019) Uncovering the sequential patterns in transformative and non-transformative discourse during collaborative inquiry learning. The Internet and Higher Education 41, pages 51-61.
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Stylianos Sergis, Demetrios G. Sampson, María Jesús Rodríguez-Triana, Denis Gillet, Lina Pelliccione & Ton de Jong. (2019) Using educational data from teaching and learning to inform teachers’ reflective educational design in inquiry-based STEM education. Computers in Human Behavior 92, pages 724-738.
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Doug Lombardi, Janelle M. Bailey, Elliot S. Bickel & Shondricka Burrell. (2018) Scaffolding scientific thinking: Students’ evaluations and judgments during Earth science knowledge construction. Contemporary Educational Psychology 54, pages 184-198.
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Daniel Bodemer & Lenka Schnaubert. 2018. Lernen mit Bildungstechnologien. Lernen mit Bildungstechnologien 1 11 .
Freydis Vogel, Christof Wecker, Ingo Kollar & Frank Fischer. (2016) Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis. Educational Psychology Review 29:3, pages 477-511.
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Stephan Mende, Antje Proske, Hermann Körndle & Susanne Narciss. (2017) Who benefits from a low versus high guidance CSCL script and why?. Instructional Science 45:4, pages 439-468.
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Roel Grol, -->Esther-Mirjam Sent & Bregje de Vries. (2016) Effects of economic classroom experiments on economic knowledge and reasoning in secondary education. Thinking Skills and Creativity 22, pages 129-141.
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Ard W. Lazonder & Ruth Harmsen. (2016) Meta-Analysis of Inquiry-Based Learning. Review of Educational Research 86:3, pages 681-718.
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Stylianos Sergis & Demetrios G. Sampson. (2016) Towards a Teaching Analytics Tool for Supporting Reflective Educational (re) Design in Inquiry-Based STEM Education. Towards a Teaching Analytics Tool for Supporting Reflective Educational (re) Design in Inquiry-Based STEM Education.
Alieke M. van Dijk, Tessa H.S. Eysink & Ton de Jong. (2016) Ability-related differences in performance of an inquiry task: The added value of prompts. Learning and Individual Differences 47, pages 145-155.
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Zacharias C. Zacharia, Constantinos Manoli, Nikoletta Xenofontos, Ton de Jong, Margus Pedaste, Siswa A. N. van Riesen, Ellen T. Kamp, Mario Mäeots, Leo Siiman & Eleftheria Tsourlidaki. (2015) Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review. Educational Technology Research and Development 63:2, pages 257-302.
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Dermot F. Donnelly, Marcia C. Linn & Sten Ludvigsen. (2014) Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students. Review of Educational Research 84:4, pages 572-608.
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Freydis Vogel, Ingo Kollar, Christof Wecker & Frank Fischer. (2014) The Role of Content Support and Transactivity for Effects of Computer-Supported Collaboration Scripts on Domain-Specific Learning: A Meta-Analysis. The Role of Content Support and Transactivity for Effects of Computer-Supported Collaboration Scripts on Domain-Specific Learning: A Meta-Analysis.
Ton de Jong & Ard W. Lazonder. 2014. The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning 371 390 .
Alieke M. van Dijk, Hannie Gijlers & Armin Weinberger. (2013) Scripted collaborative drawing in elementary science education. Instructional Science 42:3, pages 353-372.
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Ard W. Lazonder. 2014. Handbook of Research on Educational Communications and Technology. Handbook of Research on Educational Communications and Technology 453 464 .
Brian R. Belland & Joel Drake. (2013) Toward a framework on how affordances and motives can drive different uses of scaffolds: theory, evidence, and design implications. Educational Technology Research and Development 61:6, pages 903-925.
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Hans van der Meij, Henny Leemkuil & Juo-Lan Li. (2013) Does individual or collaborative self-debriefing better enhance learning from games?. Computers in Human Behavior 29:6, pages 2471-2479.
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Inge C. M. van Seggelen-Damen. (2013) Reflective Personality: Identifying Cognitive Style and Cognitive Complexity. Current Psychology 32:1, pages 82-99.
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Ton de Jong, Armin Weinberger, Isabelle Girault, Anders Kluge, Ard W. Lazonder, Margus Pedaste, Sten Ludvigsen, Muriel Ney, Barbara Wasson, Astrid Wichmann, Caspar Geraedts, Adam Giemza, Tasos Hovardas, Rachel Julien, Wouter R. van Joolingen, Anne Lejeune, Constantinos C. Manoli, Yuri Matteman, Tago Sarapuu, Alex Verkade, Vibeke Vold & Zacharias C. Zacharia. (2012) Using scenarios to design complex technology-enhanced learning environments. Educational Technology Research and Development 60:5, pages 883-901.
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P. Mulholland, S. Anastopoulou, T. Collins, M. Feisst, M. Gaved, L. Kerawalla, M. Paxton, E. Scanlon, M. Sharples & M. Wright. (2012) nQuire: Technological Support for Personal Inquiry Learning. IEEE Transactions on Learning Technologies 5:2, pages 157-169.
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Anjo Anjewierden, Hannie Gijlers, Bas Kolloffel, Nadira Saab & Robert de Hoog. (2011) Examining the relation between domain-related communication and collaborative inquiry learning. Computers & Education 57:2, pages 1741-1748.
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Bas Kolloffel, Tessa H. S. Eysink & Ton de Jong. (2011) Comparing the effects of representational tools in collaborative and individual inquiry learning. International Journal of Computer-Supported Collaborative Learning 6:2, pages 223-251.
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Ton De Jong, Wouter R. Van Joolingen, Adam Giemza, Isabelle Girault, Ulrich Hoppe, Jörg Kindermann, Anders Kluge, Ard W. Lazonder, Vibeke Vold, Armin Weinberger, Stefan Weinbrenner, Astrid Wichmann, Anjo Anjewierden, Marjolaine Bodin, Lars Bollen, Cédric D′Ham, Jan Dolonen, Jan Engler, Caspar Geraedts, Henrik Grosskreutz, Tasos Hovardas, Rachel Julien, Judith Lechner, Sten Ludvigsen, Yuri Matteman, Øyvind Meistadt, Bjørge Naess, Muriel Ney, Margus Pedaste, Anthony Perritano, Marieke Rinket, Henrik Von Schlanbusch, Tago Sarapuu, Florian Schulz, Jakob Sikken, Jim Slotta, Jeremy Toussaint, Alex Verkade, Claire Wajeman, Barbara Wasson, Zacharias C. Zacharia & Martine Van Der Zanden. (2010) Learning by creating and exchanging objects: The SCY experience. British Journal of Educational Technology 41:6, pages 909-921.
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T. de Jong. 2010. International Encyclopedia of Education. International Encyclopedia of Education 167 171 .

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