Knowledge Building Discourse in Peer-Led Team Learning (PLTL) Groups in First-Year General Chemistry
Knowledge Building Discourse in Peer-Led Team Learning (PLTL) Groups in First-Year General Chemistry
复制标题
第一年普通化学中同伴主导的团队学习 (PLTL) 小组中的知识构建话语
DOI：
10.1007/978-1-4614-8960-3_10
复制
发表时间：
2013
影响因子：
2.5
通讯作者：
P. Brown
中科院分区：
文献类型：
--
作者：
K. Sawyer;Regina F. Frey;P. Brown
为了更好地理解使PLTL有效的干扰机制，我们仔细检查了两个PLTL组的录像带，因为他们都解决了相同的化学问题。在一个小组中，学生们参与了小组知识建设：智力对话，他们互相提问，提供程序和概念解释，并密切关注彼此对问题的理解。这导致对问题的理解越来越准确。在对照组中，他们的谈话集中在死记硬背公式的应用，因为他们正在计算一个“正确”的解决方案。我们的分析有助于我们了解有效的合作话语是什么样子的，并对如何培养同伴领导者和如何组织同伴群体具有实际意义。
To better understand the interactional mechanisms that make PLTL effective, we closely examined videotapes of two PLTL groups as they both solved the same chemistry problem. In one group, students engaged in group knowledge building: intellectual conversations where they asked each other questions, provided procedural and conceptual explanations, and closely monitored each others’ understanding of the problem. This led to an increasingly accurate understanding of the problem. In the contrasting group, their conversations focused on rote application of formulas as they worked to calculate a “correct” solution. Our analyses help us to understand what effective collaborative discourse looks like, and have practical implications for how peer leaders are trained and for how peer groups are organized.