| Contemporary approaches in instruction emphasise the value of learner-regulated knowledge construction, of which collaborative discovery learning is a promising application. Research shows the complexity of the learning process in collaborative discovery. Learners need support in understanding the domain, expressing their view on the domain, and communicating with each other. Representations in pictorial, arithmetical, and textual format can affect these processes and influence learning. In three experiments the influence of representational code is studied. The first experiment focuses on knowledge construction and transfer in the inquiry (understanding) phase of discovery learning, the second experiment on expression of knowledge and ideas, and the third experiment on communication while collaborating. This last experiment will also examine the interactions of the representational format over the three learning processes. By this, the project aims at determining the most optimal representations to support the various learning processes in collaborative discovery, to ultimately offer practical guidelines for designing collaborative learning environments. |
