Teaching and learning chemistry or science, in general, could be described as building upon learners' existing conceptions. In order to support individual conceptual development, teachers should create opportunities for students to become aware of their thoughts. As this is very demanding in chemistry classroom practice with twenty-five or more individuals, pedagogical approaches and instructional support are needed. We argue for a collaborative learning practice that focuses on sharing and discussing individual conceptions on a chemistry-based phenomenon to build up a joint conceptual understanding. We state seven essential features for integrating this collaborative pedagogy successfully in classroom practice: (1) Becoming aware of one's own conceptions; (2) externalizing individual ideas; (3) initiating comparable situation models; (4) ensuring active involvement of all; (5) offering each learner opportunities to reflect on each other's conceptual understanding; (6) integrating decision-making processes; (7) offering the teacher measures to monitor the learning process. This paper is structured in three parts. Part I gives theoretical evidence to these essential features. Part II introduces the peer-interaction-method (PIM) as one of the possible collaborative learning approaches. The PIM is a pre-structured two-step collaborative learning method with instructional measures to meet the seven features. Part III reports a study with 136 students (grade 8 and 9), learning with the PIM in the context of combustion. The results give evidence to the features as being promising to foster individuals’ conceptual development in science learning. The paper concludes with a discussion, limitations and an outlook for further studies and pedagogies in the context of developing conceptual understanding in collaborative settings.

中文翻译：

---

个人反思与协作学习之间的相互作用-设计富有成效的课堂实践以发展学生的个人观念的七个基本特征

一般而言，化学或科学的教与学可以说是建立在学习者现有观念的基础上。为了支持个人观念的发展，教师应创造机会让学生意识到自己的想法。由于在25名或以上个人的化学课堂练习中要求很高，因此需要教学方法和指导支持。我们主张一种协作学习实践，该实践着重于共享和讨论基于化学现象的个体概念，以建立共同的概念理解。我们陈述了将这种协作式教学法成功地整合到课堂实践中的七个基本特征：（1）意识到自己的构想；（2）使个人思想外化；（3）启动可比情况模型；（4）确保所有人的积极参与；（5）为每个学习者提供机会来反思彼此的概念理解；（六）整合决策程序；（7）为教师提供监督学习过程的措施。本文分为三个部分。第一部分为这些基本特征提供了理论证据。第二部分介绍了对等交互方法（PIM），它是可能的协作学习方法之一。PIM是一种预先构造的两步式协作学习方法，其教学方法可以满足这七个功能。第三部分报告了一项针对136名学生（8年级和9年级）的研究，他们在燃烧环境下通过PIM学习。结果证明了这些特征有望在科学学习中促进个人的观念发展。