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This book discusses the significance of flexible scripting to
structure CSCL against the framework of "Script theory of guidance"
and reports on findings from two empirical studies on the effects
of flexible scripting on collaboration in CSCL scenarios. In the
first empirical study flexibility was accomplished through
adaptivity, and through adaptability in the second. The results of
these studies show that adaptive and adaptable scripts enhanced the
quality of collaborative knowledge construction processes as well
as learners' collaboration skills, compared to inflexible scripts.
The findings presented in this book will contribute to theory
building of the scripting approach in CSCL. The authors propose two
innovative ways of achieving flexible scripting and address the
mechanisms by which adaptive versus adaptable script influences
collaborative knowledge construction. Moreover, the adaptive and
adaptable scripting approaches provide hands-on examples for
practitioners and contribute to their understanding of teaching
design in CSCL settings.
This book discusses the significance of flexible scripting to
structure CSCL against the framework of "Script theory of guidance"
and reports on findings from two empirical studies on the effects
of flexible scripting on collaboration in CSCL scenarios. In the
first empirical study flexibility was accomplished through
adaptivity, and through adaptability in the second. The results of
these studies show that adaptive and adaptable scripts enhanced the
quality of collaborative knowledge construction processes as well
as learners' collaboration skills, compared to inflexible scripts.
The findings presented in this book will contribute to theory
building of the scripting approach in CSCL. The authors propose two
innovative ways of achieving flexible scripting and address the
mechanisms by which adaptive versus adaptable script influences
collaborative knowledge construction. Moreover, the adaptive and
adaptable scripting approaches provide hands-on examples for
practitioners and contribute to their understanding of teaching
design in CSCL settings.
This book reports on the findings of a series of studies on the
development of zero-to-three-year-old Chinese children supported by
the Fundamental Research Funds for the Central Universities. The
studies were conducted by a research group at the Institute of
Early Childhood Education, Beijing Normal University. In the first
part of the book, findings concerning the developmental trajectory
are presented, including physical and motor development, cognitive
development, language development, social and emotional
development. The focus of the second part is on the effect of
family environment and practices. Specifically, the authors provide
empirical evidence allowing readers to better understand how the
home environment and educational practice in the family impact the
psychological development of children in their early years. In the
last part, culture-specific issues like the new universal two-child
policy in China are discussed. Most of the parts are based on
large-scale investigations and analysis of the status quo,
complemented by small-sample studies and case studies. The findings
presented here will promote theory building and public
understanding of early care and education in China. Moreover, the
behavior observation scales and assessment tools developed by the
research group are cultural appropriate and may serve as a
foundation for further studies on early care and education in the
Chinese cultural context.
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