PEER INTERACTION AND PROBLEM-SOLVING - WHEN ARE 2 HEADS BETTER THAN ONE
PEER INTERACTION AND PROBLEM-SOLVING - WHEN ARE 2 HEADS BETTER THAN ONE
复制标题
DOI：
10.2307/1130391
复制
发表时间：
1988-02-01
影响因子：
4.6
通讯作者：
AZMITIA, M
中科院分区：
文献类型：
--
作者：
AZMITIA, M
5岁的孩子参加了4个会议，他们建立了一个乐高模型的复制品。在第一次会议期间，评估了儿童的建筑能力。根据他们的表现，孩子们被分为专家或新手建设者。孩子们比参加了2个会议，他们建立单独或与合作伙伴。有三种类型的二人组：新手，专家和混合能力（专家-新手）。他们的表现进行了比较，新手和专家的单例。在最后一个阶段，评估儿童复制2个新模型的能力，以确定他们是否在互动过程中获得的技能。协作比独立工作更有利于学习，儿童能够推广他们的技能。然而，这些结论是合格的事实，儿童的专业知识和他们的合作伙伴，获得任务策略，口头讨论的质量，儿童的倾向，观察和模仿他们的合作伙伴，和专家的倾向，提供指导介导的学习。
5-year-olds participated in 4 sessions in which they built a replica of a Lego model. During the first session, children''s building competence was assessed. Based on their performance, children were classified as either expert or novice builders. Children than participated in 2 sessions in which they built alone or with a partner. There were 3 types of dyads: novice, expert, and mixed ability (expert-novice). Their performance was compared with that of novice and expert singletons. In the final session, children''s ability to copy 2 new models was assessed to determine whether they generalized the skills acquired during interaction. Collaboration was more conducive to learning than independent work, and children were able to generalize their skills. However, these conclusions were qualified by the fact that children''s expertise and that of their partners, the acquisition of task strategies, the quality of verbal discussion, children''s tendency to observe and imitate their partners, and experts'' tendency to provide guidance mediated learning.