@inproceedings{c49f907a50e5425b9d25ec9f45c1cf65,
title = "Students{\textquoteright} engagement in a science classroom: Does cognitive diversity matter?",
abstract = "The purpose of the study was to investigate whether cognitive diversity would impact students{\textquoteright} engagement in small-group learning in a K-12 science classroom setting. A total of 45 seventh-grade students were recruited to participate in the study where two conditions were compared: Homogeneous groups (all low-ability students) vs. heterogeneous groups (low-ability students with one high-ability student). Participating students were randomly assigned into six homogeneous groups (24 individuals in total) and five heterogeneous groups (21 individuals in total). The results revealed that the heterogeneous groups had significantly higher behavioral, emotional, social and cognitive engagement than the homogeneous groups.",
author = "Liijia Lin and Jiangshan Sun and Xudong Zheng and Jia Yin and Jian Zhao",
note = "Publisher Copyright: {\textcopyright} ISLS.; 12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017 ; Conference date: 18-06-2017 Through 22-06-2017",
year = "2017",
language = "英语",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "765--766",
editor = "Smith, \{Brian K.\} and Marcela Borge and Emma Mercier and Lim, \{Kyu Yon\}",
booktitle = "Making a Difference",
address = "美国",
}