ABSTRACT

Understanding how students develop learning opportunities through peer-to-peer interaction is vital for advancing research and practice on collaborative learning environments. This study investigated the discourse practices middle grade students utilized to resolve conflict in ways that promoted or inhibited learning opportunities. Seventy-seven middle grade students were audio/video recorded as they worked in groups of three on cognitively demanding mathematical tasks over three days. Analysis centered on the nature of learners’ discourse practices within instances of small group conflict. The findings revealed 17 specific discourse practices which promote learning opportunities within conflict and six discourse practices which limit learning opportunities. Practitioners might leverage these findings by explicitly teaching and modeling the discourse practices which promote learning opportunities. Researchers might build upon the theoretical and methodological contributions of this study to examine promotive discourse practices under different constraints than were examined in the present analysis.

摘要

了解学生如何通过点对点互动发展学习机会对于推进协作学习环境的研究和实践至关重要。本研究调查了中年级学生用来以促进或抑制学习机会的方式解决冲突的话语实践。77 名中年级学生在三天内以三人一组的形式完成认知要求高的数学任务时被录制了音频/视频。分析集中在学习者在小团体冲突实例中的话语实践的性质。调查结果揭示了 17 种促进冲突中学习机会的具体话语实践和 6 种限制学习机会的话语实践。从业者可以通过明确地教授和模拟促进学习机会的话语实践来利用这些发现。研究人员可能会在本研究的理论和方法论贡献的基础上，在与本分析中所检查的不同限制条件下检查促进性话语实践。