The paper presents a study of science instruction using collaborative inquiry with the CSI (Collaborative Science Inquiry) system which combines multiple learning design features with CSCL design elements. The study reported here explores the educational value of the system on students’ conceptual understanding, performance on inquiry phases and
collaborative work. Promising results have been received from the comparison of pre-test and post-test achievements, the examination of artefacts, peer discussions, and interview transcripts. The results indicate that the collaborative inquiry facilitated by the CSI system can engage students in activities and promote their conceptual understanding in a progressive way.
Awarded date
15 Jun 2013
Granting Organisations
International Conference of Computer Supported Collaborative Learning 2013