Argumentation and Explanation in Conceptual Change: Indications From Protocol Analyses of Peer-to-Peer Dialog

摘要: In this paper we attempt to identify which peer collaboration characteristics may be accountable for conceptual change through interaction. We focus on different socio-cognitive aspects of the dialog and relate these with learning gains dyadic as well individual level. The scientific topic that was used study concerns natural selection, a students' intuitive conceptions have been shown particularly robust. Learning tasks were designed according conflict instructional paradigm. After receiving short intervention paired students asked collaboratively construct explanations certain evolutionary phenomena while engaging in dialectical argumentation. Two quantitative coding schemes developed, each granularity. first assessed discrete moves pertained argumentation consensual explanation development. second scheme characterized whole number dimensions. Results from analyses level revealed engagement predicted gains, whereas development did not. These findings open up new venues research mechanisms collaboration.