Peer Collaboration and Discourse Patterns in Learning from Incompatible Information.

摘要: This study investigated the effects of peer collaboration anddiscourse patterns on conceptual change in context high-schoolstudents learning from incompatible scientific information. The domainof investigation was biological evolution. Participants included 108students Grades 9 and 12 randomly assigned to four conditions: (1)peer-conflict; (2) individual-conflict; (3) peer-assimilationand (4) individual-assimilation. Students were asked think aloud ordiscuss with their peers eight statements consisting scientificinformation ordered ways that either maximized or minimized conflict.Several measures prior knowledge obtained.Peer resulted some mixed findings suggesting peereffects may vary depending collaborative interactions. In-depthanalyses interactions indicated two discourse patterns:‘surface’ moves rating, ignoring, rejecting, patching toeliminate differences; ‘problem-centred’ involved problemrecognition, formulation questions, construction explanations.Comparisons between successful unsuccessful learners showedsignificant differences proportional use surface andproblem-centred moves. External conflict did not lead deeperdiscourse more change; students need toexperience meaningful conflict. These suggest why peercollaboration only works sometimes indicate importance ofhelping engage productive discourse.