The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psicologia Escolar e Educacional (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572007000300008 |
Resumo: | The present study focuses on the use of two different types of scripts as possible ways to structure university students' discourse in asynchronous discussion groups and consequently promote their learning. More specifically, the aim of the study is to determine how requiring students to label their contributions by means of De Bono's Thinking Hats (script 1) and Weinberger's script for the construction of argumentation sequences (script 2) affects the ongoing critical thinking processes reflected in the discussion. The results suggest that both scripts successfully facilitated critical thinking. The results showed that the labeling condition (script 1) surpasses the argumentation script (script 2) with regard to the overall depth of critical thinking in the discussion, and the critical thinking processes during the stages of problem identification and problem integration in particular. Further, it can be argued that students in the labeling condition are engaged in more focused, more critical, and more practically-oriented discussions. |
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Psicologia Escolar e Educacional (Online) |
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The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinkingCritical thinkingProblem solvingLearningThe present study focuses on the use of two different types of scripts as possible ways to structure university students' discourse in asynchronous discussion groups and consequently promote their learning. More specifically, the aim of the study is to determine how requiring students to label their contributions by means of De Bono's Thinking Hats (script 1) and Weinberger's script for the construction of argumentation sequences (script 2) affects the ongoing critical thinking processes reflected in the discussion. The results suggest that both scripts successfully facilitated critical thinking. The results showed that the labeling condition (script 1) surpasses the argumentation script (script 2) with regard to the overall depth of critical thinking in the discussion, and the critical thinking processes during the stages of problem identification and problem integration in particular. Further, it can be argued that students in the labeling condition are engaged in more focused, more critical, and more practically-oriented discussions.Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)2007-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572007000300008Psicologia Escolar e Educacional v.11 n.spe 2007reponame:Psicologia Escolar e Educacional (Online)instname:Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)instacron:ABRAPEE10.1590/S1413-85572007000300008info:eu-repo/semantics/openAccessSchellens,TammyKeer,Hilde VanDe Wever,BramValcke,Martineng2010-11-04T00:00:00Zoai:scielo:S1413-85572007000300008Revistahttps://www.scielo.br/j/pee/https://old.scielo.br/oai/scielo-oai.phprevista@abrapee.psc.br2175-35391413-8557opendoar:2010-11-04T00:00Psicologia Escolar e Educacional (Online) - Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)false |
dc.title.none.fl_str_mv |
The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking |
title |
The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking |
spellingShingle |
The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking Schellens,Tammy Critical thinking Problem solving Learning |
title_short |
The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking |
title_full |
The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking |
title_fullStr |
The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking |
title_full_unstemmed |
The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking |
title_sort |
The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking |
author |
Schellens,Tammy |
author_facet |
Schellens,Tammy Keer,Hilde Van De Wever,Bram Valcke,Martin |
author_role |
author |
author2 |
Keer,Hilde Van De Wever,Bram Valcke,Martin |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Schellens,Tammy Keer,Hilde Van De Wever,Bram Valcke,Martin |
dc.subject.por.fl_str_mv |
Critical thinking Problem solving Learning |
topic |
Critical thinking Problem solving Learning |
description |
The present study focuses on the use of two different types of scripts as possible ways to structure university students' discourse in asynchronous discussion groups and consequently promote their learning. More specifically, the aim of the study is to determine how requiring students to label their contributions by means of De Bono's Thinking Hats (script 1) and Weinberger's script for the construction of argumentation sequences (script 2) affects the ongoing critical thinking processes reflected in the discussion. The results suggest that both scripts successfully facilitated critical thinking. The results showed that the labeling condition (script 1) surpasses the argumentation script (script 2) with regard to the overall depth of critical thinking in the discussion, and the critical thinking processes during the stages of problem identification and problem integration in particular. Further, it can be argued that students in the labeling condition are engaged in more focused, more critical, and more practically-oriented discussions. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-12-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572007000300008 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572007000300008 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/S1413-85572007000300008 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) |
publisher.none.fl_str_mv |
Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) |
dc.source.none.fl_str_mv |
Psicologia Escolar e Educacional v.11 n.spe 2007 reponame:Psicologia Escolar e Educacional (Online) instname:Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) instacron:ABRAPEE |
instname_str |
Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) |
instacron_str |
ABRAPEE |
institution |
ABRAPEE |
reponame_str |
Psicologia Escolar e Educacional (Online) |
collection |
Psicologia Escolar e Educacional (Online) |
repository.name.fl_str_mv |
Psicologia Escolar e Educacional (Online) - Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) |
repository.mail.fl_str_mv |
revista@abrapee.psc.br |
_version_ |
1754212604947988480 |