Exploring Gender and Gender Pairing in the Knowledge Elaboration Processes of Students Using Computer-Supported Collaborative Learning

Autor/inn/en	Ding, N.; Bosker, R. J.; Harskamp, E. G.
Titel	Exploring Gender and Gender Pairing in the Knowledge Elaboration Processes of Students Using Computer-Supported Collaborative Learning
Quelle	In: Computers & Education, 56 (2011) 2, S.325-336 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.06.004
Schlagwörter	Males; Females; Secondary School Students; Gender Differences; Gender Issues; Educational Experiments; Problem Solving; Science Instruction; Science Achievement; Computer Assisted Instruction; Computer Mediated Communication; Cooperative Learning; Instructional Effectiveness; Pretests Posttests; Discourse Analysis; Predictor Variables; Mechanics (Physics) + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Weibliches Geschlecht; Sekundarschüler; Geschlechterkonflikt; Geschlechterfrage; Schulversuch; Problemlösen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Kooperatives Lernen; Unterrichtserfolg; Diskursanalyse; Prädiktor; Mechanik
Abstract	The aim of the study is to investigate the influence of gender and gender pairing on students' learning performances and knowledge elaboration processes in Computer-Supported Collaborative Learning (CSCL). A sample of ninety-six secondary school students, participated in a two-week experiment. Students were randomly paired and asked to solve several moderately structured problems concerning Newtonian mechanics. Students' pretest and posttest performances were analyzed to see whether students' gender and the gender pairing (mixed or single-gender) were significant factors in their problem solving learning in CSCL. Students' online interactions were also analyzed to unravel the dynamic process of individual knowledge elaboration. The multilevel analyses revealed that a divergent pattern of knowledge elaboration was a significant predictor for students' learning achievement, and in mixed-gender dyads students' knowledge elaboration processes were more inclined to diverge from each other. Moreover, females in single-gender dyads significantly outperformed females in mixed-gender dyads. But this was not the case for male students. (Contains 8 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10