Peer collaboration and concept development: Learning about photosynthesis
Peer collaboration and concept development: Learning about photosynthesis
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同伴协作和概念发展：了解光合作用
DOI：
10.1002/tea.3660320108
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发表时间：
1995
影响因子：
4.6
通讯作者：
John R. Staver
中科院分区：
文献类型：
--
作者：
Andrew T. Lumpe;John R. Staver
研究人员设计了这项研究，以实现两个目标：（1）确定同伴合作对高中生物学学生获得与光合作用相关的概念的影响;（2）检查协作同伴群体情况下的相互作用，以确定这些相互作用如何与光合作用相关概念的发展有关。通过使用定量和定性数据分析技术，研究人员得出结论，在同伴协作小组中工作的学生比单独工作的学生对光合作用的科学概念更正确。然而，并不是所有的小组产生的意见内化的小组成员单独评估时。基于定性数据，先验知识和概念发展之间存在函数关系。两种类型的同伴互动，和谐和不和谐，被确定为促进概念的发展。当同伴群体角色没有被分配时，角色波动取决于群体成员的专业知识或感知的专业知识，显示出一个双向的近端发展区。该区域允许加强概念开发。基于上述结论，研究者建议：（1）采用同伴协作的方式帮助学生克服科学错误概念;（2）设计同伴协作任务，使学生参与和谐和不和谐的互动;（3）采用认知小组角色，而不是传统的管理合作小组角色。
The researchers designed the study to achieve two goals: (1) determine the affect of peer collaboration on high school biology students' acquisition of concepts related to photosynthesis and (2) examine interactions in a collaborative peer group situation to determine how these interactions relate to the developpment of concepts associated with photosynthesis. Using quantitative and qualitative data analysis techniques, the researchers concluded that students working in peer collaborative groups developed more scientifically correct conceptions of photosynthesis than did students working alone. However, not all group-generated views were internalized by group members when assessed individually. Based on qualitative data, a functional relationship exists between prior knowledge and concept development. Two types of peer interaction, consonant and dissonant, were identified as enhancing concept development. When peer group roles are not assigned, roles fluctuate depending on group members' expertise or perceived expertise displaying a bidirectional zone of proximal development. This zone allows for enhanced concept development. Based on the above conclusions, the researchers recommend that (1) peer collaboration be used to help students overcome scientific misconceptions; (2) peer collaborative tasks be designed to engage students in consonant and dissonant interactions; and (3) cognitive group roles, as opposed to traditionl managerial cooperative group roles, be used.