The structure of discourse in collaborative learning
The structure of discourse in collaborative learning
复制标题
DOI：
10.1080/00220970009600650
复制
发表时间：
2000-09-01
影响因子：
2.2
通讯作者：
Jinks, TS
中科院分区：
文献类型：
--
作者：
Chinn, CA;O'Donnell, AM;Jinks, TS
作者研究了在同伴学习中出现的语篇结构的类型，以及这些结构与学习相关的方式。100名五年级学生学习了如何撰写结论，总结他们对电路进行的实验的结果。他们以4人为一组，讨论了3个结论的质量。讨论的语篇结构可以很容易地描述为论点和反驳的网络。这些论题结构质量的量化测量与学生写结论能力的提高呈正相关。此外，与讨论三个结论中哪一个最好、哪一个最差的学生相比，简单讨论这三个结论是否正确的学生产生的论据结构不那么复杂。研究结果表明，将同伴话语的结构作为学生从同伴交往中学到什么的中介来考虑是很重要的。
The authors examined the types of discourse structures that emerge during peer learning and the ways in which those structures are related to learning. One hundred and live 5th graders learned about writing conclusions that summarized the results of experiments they had conducted with electrical circuits. In groups of 4, they discussed the quality of 3 conclusions. The discourse structure of the discussions could be readily characterized as a network of arguments and counterarguments. The quantitative measures of the quality of those argument structures were positively related to improvement in the students' ability to write their own conclusions. In addition, the students who simply discussed whether the 3 conclusions were OK or not OK generated less complex argument structures than the students who discussed which of the 3 conclusions was best and which was worst. The results demonstrate the importance of considering the structure of peer discourse as a mediator of what students learn from peer interactions.