#558: Comparing High School Students’ Collaborative Discourse in Idea-Centered and Procedure-Based Technology-Supported Scientific PBL

This quasi-experimental study compared collaborative discourse between idea-centered and procedure-based science PBL among 61 Taiwanese high school students over 12-week. Using a hierarchical coding framework, student contributions were coded into three levels—information sharing, knowledge construction, and knowledge building—at individual and group levels. Results showed idea-centered PBL significantly increased knowledge-building discourse (73.6% vs. 34%) and promoted idea diversification and synthesis. These findings suggest that epistemological framing embedded in platform design shapes students' collaborative discourse.