ABSTRACT

Role diversification, the different roles participants adopt within collaborative or inquiry-based teaching and learning environments, is insufficiently understood. We observed two inquiry classroom groups, two teachers and eight students, in weekly visits over three months. Qualitative analysis of audiorecorded interactions, interviews, journals, and fieldnotes generated frequencies, nature, and adaptability of student and teacher roles across the extended instructional units, and contextual variables including classroom context, teacher and student differences, and group-work dynamics. Just one role of the many was shared between teachers and students in the situations examined. Role diversification was supported as an indicator of collaborative-inquiry engagement having occurred.

摘要

角色多样化，即​​参与者在协作或基于探究的教学和学习环境中所扮演的不同角色，没有得到充分理解。我们在三个月的每周访问中观察了两个探究课堂小组，两名教师和八名学生。对录音互动、访谈、期刊和现场笔记的定性分析生成了扩展教学单元中学生和教师角色的频率、性质和适应性，以及包括课堂环境、教师和学生差异以及小组工作动态在内的上下文变量。在所考察的情况下，教师和学生之间只分担了众多角色中的一个。支持角色多样化作为协作探究参与的一个指标。