Constructive Activity and Learning in Collaborative Small Groups.
Constructive Activity and Learning in Collaborative Small Groups.
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DOI：
10.1037/0022-0663.87.3.406
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发表时间：
1995-09
影响因子：
4.9
通讯作者：
N. Webb;Jonathan D. Troper;Randy Fall
中科院分区：
文献类型：
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作者：
N. Webb;Jonathan D. Troper;Randy Fall
这项研究发现，在需要帮助的学生中，在同伴导向的小组中，学生的行为最能预测数学学习。假设有两种行为可以预测成绩：接受解释，而不是只接受正确的答案，然后进行建设性活动(使用收到的解释中陈述或暗示的概念来解决或解释如何解决问题)。七年级的六个班参加了两个连续的教学单元。4个班的学生在为期3周的小数运算单元(单元1)中以不同的小组进行学习；所有6个班的学生在为期4周的单元中分组学习分数运算(单元2)。对学生言语互动录音的分析证实了这一假设。建设性活动的水平是成就的最强预测因素。学生得到的帮助水平预测了建设性活动的水平，但不能直接预测成绩。在过去20年里，教育领域最普遍的变化之一是越来越多地使用同龄人指导的小团体。学区、州教育部、全国研究组织和课程专家已经开始建议甚至强制大规模使用协作学习和合作教学方法(例如，加利福尼亚州教育部，1985,1992；数学科学教育委员会，国家研究委员会，1989；全国数学教师委员会，1980,1989)。将学生分成小组的一个主要动机是让学生有机会相互帮助学习。学生可以通过给予和接受帮助来向其他学生学习；通过认识到自己和其他学生观点之间的矛盾，寻求新的知识来解决这些矛盾，并从他们那里建立新的理解；通过内化其他学生使用的或与他人共同创造的问题解决过程和策略(Bearison，Magzamen和Filardo，1986；
This study identified student behaviors that best predicted mathematics learning in peerdirected small groups among students who needed help. Two behaviors were hypothesized to predict achievement: receiving explanations instead of only the right answer and subsequently carrying out constructive activity (solving or explaining how to solve problems using concepts stated or implied in the explanations received). Six classes of 7th graders participated in 2 sequential instructional units. Students in 4 classes worked in heterogeneous small groups throughout a 3-week unit on operations with decimal numbers (Unit 1); students in all 6 classes worked in groups throughout a 4-week unit on operations with fractions (Unit 2). Analyses of the transcripts of tape recordings of students' verbal interaction confirmed the hypotheses. Level of constructive activity was the strongest predictor of achievement. The level of help that students received predicted level of constructive activity but did not predict achievement directly. One of the most pervasive changes in education in the past 20 years has been the increasing use of peer-directed small groups. School districts, state departments of education, national research organizations, and curriculum specialists have started to recommend or even mandate the use of collaborative and cooperative learning methods of instruction on a large scale (e.g., California State Department of Education, 1985, 1992; Mathematical Sciences Education Board, National Research Council, 1989; National Council of Teachers of Mathematics, 1980, 1989). A primary motivation for putting students into groups is the opportunity for students to help each other learn. Students can learn from other students by giving and receiving help; by recognizing contradictions between their own and other students' perspectives, seeking new knowledge to resolve those contradictions, and constructing new understandings from them; and by internalizing problem-solving processes and strategies that other students use or that are created jointly with others (Bearison, Magzamen, & Filardo, 1986;