Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Notes
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In: Making a Difference: Prioritizing Equity and Access in CSCL: Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning (CSCL 2017), Philadelphia, Pennsylvania, USA, June 18-22, 2017, Volume 2, S. 847-848
- Classification
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Erziehung, Schul- und Bildungswesen
- Event
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Veröffentlichung
- (where)
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Augsburg
- (who)
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Universität Augsburg
- (when)
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2017
- Event
-
Veröffentlichung
- (where)
-
Philadelphia
- (who)
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International Society of the Learning Sciences
- (when)
-
2017
- Creator
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Schwaighofer, Mattias
Vogel, Freydis
Kollar, Ingo
Strohmaier, Anselm
Ottinger, Sarah
Terwedow, Ilka
Ufer, Stefan
Reiss, Kristina
Fischer, Frank
- Contributor
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Smith, B. K.
Borge, M. A.
Mercier, E.
Lim, K. Y.
- URN
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urn:nbn:de:bvb:384-opus4-455018
- Rights
-
Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
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25.03.2025, 1:47 PM CET
Data provider
This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Schwaighofer, Mattias
- Vogel, Freydis
- Kollar, Ingo
- Strohmaier, Anselm
- Ottinger, Sarah
- Terwedow, Ilka
- Ufer, Stefan
- Reiss, Kristina
- Fischer, Frank
- Smith, B. K.
- Borge, M. A.
- Mercier, E.
- Lim, K. Y.
- Universität Augsburg
- International Society of the Learning Sciences
Time of origin
- 2017
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Collaboration scripts – a conceptual analysis
Fostering online search competence and domain-specific knowledge in inquiry classrooms: effects of continuous and fading collaboration scripts
Internal and external scripts in computer-supported collaborative inquiry learning
Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis
Adaptable scaffolding of mathematical argumentation skills: the role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples
Peer assessment as collaborative learning: A cognitive perspective
Supporting self-regulated learners for a while and what computers can contribute
Internal and external collaboration scripts in web-based science learning at schools
Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Argumentation in web-based collaborative inquiry learning: scripts for writing and scripts for talkong aren't the same
Vermittlung handlungsrelevanten Wissens zur Benutzung eines mikroelektronischen bildschirmorientierten Textverarbeitungssystems
Collaboration scripts – a conceptual analysis
Fostering online search competence and domain-specific knowledge in inquiry classrooms: effects of continuous and fading collaboration scripts
Internal and external scripts in computer-supported collaborative inquiry learning
Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis
Adaptable scaffolding of mathematical argumentation skills: the role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples
Peer assessment as collaborative learning: A cognitive perspective
Supporting self-regulated learners for a while and what computers can contribute
Internal and external collaboration scripts in web-based science learning at schools
Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement
Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
Argumentation in web-based collaborative inquiry learning: scripts for writing and scripts for talkong aren't the same