Gradual learning of science in a CSCL environment and the quest of epistemologically sophisticated learners

We have implemented an instructional design for teaching mechanics that combines a Computer Supported Collaborative Learning (CSCL) environment with traditional instruction. We detected superior performance compared with traditional teaching alone and found evidence in favor of the position that certain kinds of epistemological beliefs held by students can inhibit the full realization of CSCL environments´ potential. Our research points to the need of addressing instructionally students´ epistemological beliefs in order to increase the efficiency of many modern learning environments.