对话的
位于
建设性的
心理学
任务(项目管理)
谈判
风格(视觉艺术)
意义(存在)
读写能力
认识论
计算机科学
社会学
教育学
过程(计算)
人工智能
社会科学
哲学
管理
考古
经济
心理治疗师
历史
操作系统
作者
Sylvia Rojas-Drummond,Ana Luisa Rubio‐Jimenez,Flora Hernández-Carrillo
标识
DOI:10.1016/j.lcsi.2023.100728
摘要
This paper analysed the situated nature of dialogic interactions by comparing primary-school children's communicative patterns when solving two divergent literacy tasks versus a convergent logical-reasoning task. Peer interactions were analysed using a compact version of the CAM-UNAM Scheme for Educational Dialogue Analysis (SEDA), which qualifies dialogic interactions. Compact-SEDA allowed systematic, fine-grained analyses of children's conversations when addressing each task. We related children's communicative patterns to dialogic interaction styles previously identified as productive for learning, namely ‘co-constructive’ and ‘exploratory’. Results showed that children subtly adapted their discussions to the knowledge domain and nature of the task. For the divergent tasks, children created meaning jointly by elaborating, chaining, and gradually transforming their own and each other's ideas, negotiating perspectives and seeking agreements. This pattern reflects a ‘co-constructive’ interaction style. In contrast, for the convergent task, children reasoned together, positioned themselves in the dialogue by agreeing or disagreeing with each other's ideas, and supported their positions by making their reasoning explicit through arguments and counter-arguments. This pattern reflects an ‘exploratory’ interaction style. Results confirm and expand findings from previous studies on peer communication patterns associated with the nature of the task, using more comprehensive, refined and objective analytical tools than previously employed.
科研通智能强力驱动
Strongly Powered by AbleSci AI