ABSTRACT
In collaborative discovery learning students jointly perform experiments to test generated hypotheses with as a result the co-construction of knowledge by means of sharing knowledge and negotiating. In this study, we introduce the Collaborative Hypothesis Tool (CHT), which guided 15 of 25 dyads through the collaborative discovery learning process. The results show that working with the CHT can influence the use of communicative and discovery activities, which can lead to a better learning performance. Future research should be aimed at the stimulation of the use of the tool, since the learners did not use the tool very frequently.
