The effects of collaborative teamwork on secondary science

Abstract This study investigated whether a collaborative team setting benefits secondary science learning in a network supported environment. Ninety-four 10th grade (ages 16-17) girl students, in two Earth Science classes in Taiwan, were assigned to two settings: collaborative teams and individuals . The students' scientific process skill development, attitude toward school science and attitude toward using and learning about computers were compared. It was found that both groups showed significant improvements in skills and attitudes. However, the students in the team situation did not demonstrate significantly better skills or attitudes than the students in the individual situation.