Collaborative learning tasks and the elaboration of conceptual knowledge.

By C. Boxtel, J. Linden, Gellof Kanselaar. 2000

507 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/e0c578f383fc996c85c12bc965686ce58747b4a7

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In Developmental and Educational Psychology

Citations in the corpus

Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010, background): “Studies in this so-called process-oriented tradition (Dillenbourg et al. 1996; Van der Linden et al. 2000) focus on interaction processes such as giving detailed, elaborated explanations (Webb and Farivar 1999), negotiating meaning (Beers et al. 2007), co-constructing solutions and lines of reasonin”
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, unknown): “For example, van Boxtel, van der Linden, and Kanselaar (2000) implemented two versions of interactive concept mapping.”
Working on Understanding During Collaborative Online Reading (2012, background): “However, the coding of the interaction protocols at the utterance level does not reveal the dynamics of students’ discourse (Van Boxtel et al., 2000).”
A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks (2009, background): “Although the processes occurring during group discussions such as negotiating of meaning including verbalizing explanations, justifications, and reflections (Beers et al. 2007; Kirschner et al. 2008), giving mutual support ( Van Boxtel et al. 2000 ), and developing arguments about complex problems o”
Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding (2015, background): “Concerning our third hypothesis, we draw on research showing that science understanding places high demands on collaborative and communicative processes (e.g., Akerson et al., 2000; Osborne et al., 2004; van Boxtel et al., 2000).”
An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012, background): “…in higher-order skills (e.g., Sloffer et al. 1999), and engage in activities valuable to the processes of learning such as selfdirected learning, negotiating meaning, verbalizing explanations, justifications and reflections, and giving each other mutual support (e.g., Van Boxtel et al. 2000).”