Home

Ph.D. Projects

Ingo Kollar

[Person] [Project]

---

Ingo Kollar, M.A.

Short Vita

1977:

Born in Munich, Germany.

1997-2002:

Study of Education at the Ludwig-Maximilians-University Munich.

1999-2002:

Research assistant at the Department of Education and Educational Psychology at the Ludwig-Maximilians-University Munich (Chair: Prof. Dr. Heinz Mandl).

02/2002:

Graduation in Education at the Ludwig-Maximilians-University Munich. Thesis: Gewissheits- und Ungewissheitsorientierung beim kooperativen Lernen in Videokonferenzen - der Einfluss verschiedener Strukturierungsmaßnahmen [Uncertainty orientation in video-mediated cooperative learning - effects of several structural supports].

Since 04/2002:

PhD student of the VGK.

Contact

Phone: ++49 (0) 7071 / 979 245
FAX: ++49 (0) 7071 / 979 100
email: Ingo.Kollar@vgk.de
WWW: My homepage

Knowledge Media Research Center
(Institut für Wissensmedien)
Konrad-Adenauer-Str. 40
D-72072 Tübingen (Germany)

---

Ph.D. Project

Topic: Analysis and Facilitation of Students' Argumentative Knowledge Construction in Computer-Supported Collaborative Learning - The Impact of Internal and External Cooperation Scripts

Supervisor: Prof. Dr. Dr. F. W. Hesse (Tübingen), Prof. Dr. H. Spada (Freiburg)

Start of the Ph.D. project: Apr 2002

Summary

In educational psychology, inquiry learning has become a new and promising approach towards learning and teaching science. By engaging in inquiry, learners are supposed to engage in scientific strategies like hypothesizing, running experiments, interpreting data etc. (Schwarz, Lin, Brophy & Bransford, 1999). One core activity in inquiry learning is argumentative knowledge construction, especially when inquiry learning is realized in a collaborative manner. Argumentation is involved in different phases of an inquiry cycle; it is demanded during setting up hypotheses, interpreting data, drawing conclusions, etc. Yet, studies have shown that students' argumentative knowledge construction is often deficient resulting in generating both incomplete arguments (data, claim, warrant; Toulmin, 1958) and incomplete argumentative sequences (argument, counterargument, integrative argument; Leitao, 2000).

Over the last years, numerous computer-supported collaborative learning environments have been developed (e.g., WISE, Slotta & Linn, 2000; CoLAB, Savelsbergh, van Joolingen, Sins, deJong & Lazonder, 2004; BGuILE, Reiser, Tabak, Sandoval, Smith, Steinmuller & Leone, 2001). Yet, in most of these environments there is only weak instructional support concerning how to engage effectively in argumentative knowledge construction. Rather, learners are often simply requested to discuss the contents of the learning environment without being provided with adequate support how to engage in such a discussion. It can be assumed that such open inquiry learning environments might especially be fruitful for learners who already possess highly sophisticated knowledge and skills in argumentative knowledge construction. However, learners lacking such high-level knowledge and strategies might need more intense support. In the context of my work, knowledge and skills concerning how to engage in argumentative knowledge construction is termed "internal scripts on argumentative knowledge construction" with the term "script" being borrowed from cognitive psychology (Schank & Abelson, 1977).

The provision of external cooperation scripts (O'Donnell & Dansereau, 2000) has been proven to be an effective instructional means to facilitate argumentative knowledge construction (Weinberger, Reiserer, Ertl, Fischer & Mandl, in press). External cooperation scripts induce certain activities to be shown by the learning partners, prescribe sequences according to which learners should engage in these activities, and distribute collaboration roles among the learning partners (Kollar, Fischer & Hesse, 2003). Moreover, external cooperation scripts can be structured to different degrees.

In my thesis, I therefore investigate the effects of the interactions between externally imposed cooperation scripts aiming at argumentative knowledge construction (high vs. low structured) and the learners' internal scripts on argumentative knowledge construction (high vs. low structured) on learning processes and outcomes as well as on learning motivation in a computer-supported collaborative inquiry learning environment (Web-based Inquiry Science Environment, WISE; Slotta & Linn, 2000; http://wise.berkeley.edu).

References:

Kollar, I., Fischer, F. & Hesse, F. W. (2003). Cooperation scripts for computer-supported collaborative learning. In B. Wasson, R. Baggetun, U. Hoppe, & S. Ludvigsen (Eds.), Proceedings of the International Conference on Computer Support for Collaborative Learning - CSCL 2003, COMMUNITY EVENTS - Communication and Interaction (pp. 59-61). Bergen, NO: InterMedia.

Leitao, S. (2000). The potential of argument in knowledge building. Human Development, 43, 332-360.

O'Donnell, A. M., & Dansereau, D. F. (2000). Interactive effects of prior knowledge and material format on cooperative teaching. Journal of Experimental Education, 68(2), 101-118.

Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F. & Leone, A. J. (2001). BGuiLE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263-305). Mahwah, NJ: Erlbaum.

Savelsbergh, E., van Joolingen, E., Sins, P., deJong, T. & Lazonder, A. (2004, April). Co-Lab, Design considerations for a collaborative discovery learning environment. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), Vancouver, Canada.

Schank, R. C. & Abelson, R. P. (1977). Scripts, plans, goals and understanding. Hillsdale, NJ: Erlbaum.

Schwartz, D. L., Lin, X., Brophy, S., & Bransford, J. D. (1999). Towards the development of flexibly adaptive instructional design. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 183-213). Mahwah, NJ: Erlbaum.

Slotta, J. D. & Linn, M. C. (2000). How do students make sense of Internet resources in the science classroom? In Jacobson, M. J. & Kozma, R. (Ed.), Learning the sciences of the 21st Century. Mahwah, NJ: Lawrence Erlbaum Associates.

Toulmin, S. (1958). The Uses of Argument. Cambridge, UK: Cambridge University Press. Weinberger, A., Reiserer, M., Ertl, B., Fischer, F. & Mandl, H. (in press). Facilitating collaborative knowledge construction in computer-mediated learning with structuring tools. In R. Bromme, F. Hesse & H. Spada (Eds.), Barriers and Biases in network-based knowledge communication in groups. Dordrecht: Kluwer.

Publications

Kollar, I., Fischer, F. & Hesse, F. W. (submitted). Computer-supported cooperation scripts - a conceptual analysis.

Kollar, I., Fischer, F., Slotta, J. D. & Meister, D. (2004). Missbildungen bei Fröschen: Parasiten oder chemische Substanzen? Online-Kontroversen in WISE. Praxis der Naturwissenschaften - Biologie in der Schule, 53(3), 38-39.

Kollar, I., Fischer, F. & Hesse, F. W. (2003). Cooperation scripts for computer-supported collaborative learning. In B. Wasson, R. Baggetun, U. Hoppe, & S. Ludvigsen (Eds.), Proceedings of the International Conference on Computer Support for Collaborative Learning - CSCL 2003, COMMUNITY EVENTS - Communication and Interaction (pp. 59-61). Bergen, NO: InterMedia.

Meister, D. M., Fischer, F., Kollar, I. & Slotta, J. D. (2004). Lehrer-Communities - Erfahrungen aus der web-basierten WISE-Lernumgebung. Computer und Unterricht, 54, 50-53.

Slotta, J. D., Jorde, D., Fischer, F., Linn, M., Mork. S., Kollar, I., Meister, D. & Decker, R. (2003). International collaborations in a web-based inquiry science environment - promoting cross cultural research and collaborative curriculum. In B. Wasson, R. Baggetun, U. Hoppe, & S. Ludvigsen (Eds.), Proceedings of the International Conference on Computer Support for Collaborative Learning - CSCL 2003, COMMUNITY EVENTS - Communication and Interaction (pp. 80-84). Bergen, NO: InterMedia.

Slotta, J. D., Jorde, D., Fischer, F., Linn, M., Mork. S., Kollar, I., & Shirouzu, H. (2003). International collaborations in a web-based inquiry science environment - promoting cross cultural research and collaborative curriculum (Demo). In B. Wasson, R. Baggetun, U. Hoppe, & S. Ludvigsen (Eds.), Proceedings of the International Conference on Computer Support for Collaborative Learning - CSCL 2003, COMMUNITY EVENTS - Communication and Interaction (pp. 229). Bergen, NO: InterMedia.

Presentations and Posters:

Kollar, I. (2003, September). Analysis and faciliation of students' argumentative knowledge construction in computer-supported collaborative learning - the impact of internal and external cooperation scripts. Poster presented at the Summerschool of the Virtual Ph.D. Program Knowledge Acquisition and Knowledge Exchange with New Media. Tuebingen.

Kollar, I., Fischer, F., & Hesse, F. W. (2003, April). Cooperation scripts for computer-supported collaborative learning. Poster presented at the International Conference on Computer Support for Collaborative Learning - CSCL 2003. Bergen, Norway.

Kollar, I., Fischer, F. & Hesse, F. W. (2003, August). Cooperation scripts - a conceptual analysis of research on traditional and computer-supported collaborative learning. Paper presented at the 10th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Padova, Italy.

Kollar, I., Fischer, F. & Hesse, F. W. (2003, September). Kooperationsskripts face-to-face und computergestützt - eine konzeptuelle Analyse. Vortrag gehalten auf der 9. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie. Bielefeld.

Kollar, I. Fischer, F. & Hesse, F. W. (2004, April). Cooperation scripts for computer-supported collaborative learning - a conceptual analysis. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), San Diego, USA.

Kollar, I., Fischer, F., Slotta, J. D., Koschwitz, H. F. & Kobbe, L. (2004, April). Analysis and facilitation of scientific argumentation - The interaction of internal and external cooperation scripts in web-based inquiry learning. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), Vancouver, Canada.

Slotta, J. D., Jorde, D., Fischer, F., Linn, M., Mork. S., Kollar, I., Meister, D. & Decker, R. (2003, April). International collaborations in a web-based inquiry science environment - promoting cross cultural research and collaborative curriculum. Poster presented at the International Conference on Computer Support for Collaborative Learning. Bergen, Norway.

[Top of Page] [Person] [Project] Diese Textzeile existiert nur, damit zunächst wenigstens etwas Text zu sehen ist ... dies ist die Webseite von Ingo Kollar fürs Virtuelle Graduiertenkolleg

Last update: 9 Jun 2005,
URL: www.vgk.de/projects/kollar/index.html