The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking

Detalhes bibliográficos
Autor(a) principal: Schellens,Tammy
Data de Publicação: 2007
Outros Autores: Keer,Hilde Van, De Wever,Bram, Valcke,Martin
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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spelling 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
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