Collaborative solving of information problems and group learning outcomes in secondary education / Resolución colaborativa de problemas informacionales y resultados de aprendizaje grupal en la educación secundaria

References / Referencias

• Argelagós, E., & Pifarré, M. (2012). Improving information problem solving skills in secondary education through embedded instruction. Computers in Human Behavior, 28, 515–526. doi:10.1016/j.chb.2011.10.024
   Web of Science ®Google Scholar
• Becerril, L., & Badia, A. (2013). La competencia informacional en la educación secundaria. Demanda de aprendizaje y resolución colaborativa de problemas relativos a la información con apoyo de las TIC. Revista de Educación, 362, 659–689.
   Google Scholar
• Brand-Gruwel, S., & Gerjets, P. (2008). Instructional support for enhancing students’ information problem solving ability. Computers in Human Behavior, 24, 615–622. doi:10.1016/j.chb.2007.01.020
   Web of Science ®Google Scholar
• Brand-Gruwel, S., & Wopereis, I. (2006). Integration of the information problem-solving skill in an educational programme: The effects of learning with authentic tasks. Technology, Instruction, Cognition, and Learning, 4, 243–263.
   Google Scholar
• Brand-Gruwel, S., Wopereis, I., & Vermetten, Y. (2005). Information problem solving by experts and novices: Analysis of a complex cognitive skill. Computers in Human Behavior, 21, 487–508. doi:10.1016/j.chb.2004.10.005
   Web of Science ®Google Scholar
• Brand-Gruwel, S., Wopereis, I., & Walraven, A. (2009). A descriptive model of information problem solving while using internet. Computers & Education, 53, 1207–1217. doi:10.1016/j.compedu.2009.06.004
   Web of Science ®Google Scholar
• Fischer, F., & Mandl, H. (2005). Knowledge convergence in computer-supported collaborative learning: The role of external representation tools. The Journal of the Learning Sciences, 14, 405–441. doi:10.1207/s15327809jls1403_3
   Web of Science ®Google Scholar
• Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially-shared regulation of learning. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self- regulation of learning and performance (pp. 65–84). New York, NY: Routledge.
   Google Scholar
• Järvenoja, H., & Järvela, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning & Instruction, 15, 465–480. doi:10.1016/j.learninstruc.2005.07.012
   Web of Science ®Google Scholar
• Jeong, H., & Chi, M. T. H. (2007). Knowledge convergence and collaborative learning. Instructional Science, 35, 287–315. doi:10.1007/s11251-006-9008-z
   Web of Science ®Google Scholar
• Kumpulainen, K., Salovaara, H., & Mutanen, M. (2001). The nature of students’ sociocognitive activity in handling and processing multimedia-based science material in a small group learning task. Instructional Science, 29, 481–515. doi:10.1023/A:1012272119868
   Web of Science ®Google Scholar
• Lazonder, A. W. (2005). Do two heads search better than one? Effects of student collaboration on web search behaviour and search outcomes. British Journal of Educational Technology, 36, 465–475. doi:10.1111/j.1467-8535.2005.00478.x
   Web of Science ®Google Scholar
• Lazonder, A. W., & Rouet, J. F. (2008). Information problem solving instruction: Some cognitive and metacognitive issues. Computers in Human Behavior, 24, 753–765. doi:10.1016/j.chb.2007.01.025
   Web of Science ®Google Scholar
• Molinari, G., Sangin, M., & Dillenbourg, P. (2008). When co-learners work on complementary texts: Effects on outcome convergence. In P. Dillenbourg, & M. Specht (Eds.), Times of convergence. Technologies across learning context (pp. 304–311). Heidelberg: Springer Berlin.
   Google Scholar
• Monereo, C., & Badia, A. (2012). La competencia informacional desde una perspectiva psicoeducativa: Enseñanza basada en la resolución de problemas prototípicos y emergentes. Revista Española de Documentación Científica, Nº Monográfico, 75–99. doi:10.3989/redc.2012.mono.978
   Google Scholar
• Monereo, C., & Badia, A. (2013). Aprendizaje estratégico y tecnologías de la información y la comunicación: Una revisión crítica. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 14(2), 15–41.
   Google Scholar
• Monereo, C., Castelló, M., & Martínez-Fernández, J. R. (2013). Prediction of success in teamwork of secondary students//Predicción del éxito en el trabajo en equipo de estudiantes de Secundaria. Revista de Psicodidáctica/Journal of Psychodidactics, 18, 235–255. doi:10.1387/RevPsicodidact.6776
   Web of Science ®Google Scholar
• Murphy, P. (2010). Web-based collaborative reading exercises for learners in remote locations: The effects of computer-mediated feedback and interaction via computer-mediated communication. ReCALL, 22(2), 112–134. doi:10.1017/S0958344010000030
   Web of Science ®Google Scholar
• Novak, J. D., & Gowin, D. B. (1986). Aprendiendo a aprender. Barcelona: Martínez Roca.
   Google Scholar
• Raes, A., Schellens, T., De Wever, B., & Vanderhoven, E. (2012). Scaffolding information problem solving in web-based collaborative inquiry learning. Computers & Education, 59, 82–94. doi:10.1016/j.compedu.2011.11.010
   Web of Science ®Google Scholar
• Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. M. Carver, & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263–305). Mahwah, NJ: Erlbaum.
   Google Scholar
• Savelsbergh, E., van Joolingen, E., Sins, P., de Jong, T., & Lazonder, A. (2004). Co-lab, design considerations for a collaborative discovery learning environment. Vancouver, Canada: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST).
   Google Scholar
• Slotta, J. D., & Linn, M. C. (2009). WISE science: Web-based inquiry in the classroom. New York, NY: Teachers College Press.
   Google Scholar
• Strijbos, J., & Fischer, F. (2007). Methodological challenges for collaborative learning research. Learning & Instruction, 17, 389–393. doi:10.1016/j.learninstruc.2007.03.004
   Web of Science ®Google Scholar
• Teasley, S. (1997). Talking about reasoning: How important is the peer in peer collaboration? In L. B. Resnick, R. Saljo, C. Pontecorvo, & B. Burge (Eds.), Discourse, tools and reasoning: Essays on situated cognition (pp. 361–384). Berlin: Springer.
   Google Scholar
• Van Gennip, N., Segers, M., & Tillema, H. H. (2009). Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions. Learning & Instruction, 20, 1–11.
   Web of Science ®Google Scholar
• Walraven, A., Brand-Gruwel, S., & Boshuizen, H. (2010). Fostering transfer of websearchers’ evaluation skills: A field test of two transfer theories. Computers in Human Behavior, 26, 716–728. doi:10.1016/j.chb.2010.01.008
   Web of Science ®Google Scholar
• Walraven, A., Brand-Gruwel, S., & Boshuizen, H. (2013). Fostering students’ evaluation behaviour while searching the internet. Instructional Science, 41, 125–146. doi:10.1007/s11251-012-9221-x
   Web of Science ®Google Scholar
• Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and social scripts in computer-supported collaborative learning. Instructional Science, 33, 1–30. doi:10.1007/s11251-004-2322-4
   Web of Science ®Google Scholar
• Weinberger, A., Stegmann, K., & Fischer, F. (2007). Knowledge convergence in collaborative learning: Concepts and assessment. Learning & Instruction, 17, 416–426. doi:10.1016/j.learninstruc.2007.03.007
   Web of Science ®Google Scholar
• Wopereis, I., Brand-Gruwel, S., & Vermetten, Y. (2008). The effect of embedded instruction on solving information problems. Computers in Human Behavior, 24, 738–752. doi:10.1016/j.chb.2007.01.024
   Web of Science ®Google Scholar