Exploring Initiative as a Signal of Knowledge Co-Construction During Collaborative Problem Solving
Exploring Initiative as a Signal of Knowledge Co-Construction During Collaborative Problem Solving
复制标题
探索主动性作为协作解决问题过程中知识共建的信号
DOI：
10.1111/cogs.12415
复制
发表时间：
2017
影响因子：
2.5
通讯作者：
Sandra Katz
中科院分区：
文献类型：
--
作者：
Cynthia Howard;Barbara Maria Di Eugenio;Pamela W. Jordan;Sandra Katz
人们发现，在许多情况下，同伴互动有利于学习。知识共建（KCC）已被提出作为一种解释机制。然而，KCC 是一个过于抽象的理论结构，无法指导支持同伴互动的教学软件的开发。在这项研究中，我们对我们在计算机科学入门领域收集的同伴对话语料库进行了广泛的分析。我们表明任务主动性转变的概念与 KCC 和学习相关。当演讲者贡献新内容以促进问题解决且未经其合作伙伴邀请时，他们会采取主动任务；如果合作伙伴之间的主动性发生转移，则表明他们都为解决问题做出了贡献。我们发现任务主动性转变在 KCC 事件中比在外部更频繁地发生。此外，KCC 片段内的任务主动性转变与低预测试者的学习相关，总任务主动性转变与高预测试者的学习相关。由于识别任务主动性转变不需要像识别 KCC 那样深入的知识，因此将任务主动性转变作为高效协作的指标可能更容易在模拟同伴的教学软件中建模。
Peer interaction has been found to be conducive to learning in many settings. Knowledge co-construction (KCC) has been proposed as one explanatory mechanism. However, KCC is a theoretical construct that is too abstract to guide the development of instructional software that can support peer interaction. In this study, we present an extensive analysis of a corpus of peer dialogs that we collected in the domain of introductory Computer Science. We show that the notion of task initiative shifts correlates with both KCC and learning. Speakers take task initiative when they contribute new content that advances problem solving and that is not invited by their partner; if initiative shifts between the partners, it indicates they both contribute to problem solving. We found that task initiative shifts occur more frequently within KCC episodes than outside. In addition, task initiative shifts within KCC episodes correlate with learning for low pre-testers, and total task initiative shifts correlate with learning for high pre-testers. As recognizing task initiative shifts does not require as much deep knowledge as recognizing KCC, task initiative shifts as an indicator of productive collaboration are potentially easier to model in instructional software that simulates a peer.