Analyzing Collaborative Discourse  

Oleh:

Sawyer, R. Keith

Jenis: Article from Books - E-Book
Dalam koleksi: The Cambridge Handbook of the Learning Sciences, page 187-204.
Topik: Collaborative Conversation; Three Examples of Interaction Analysis
Fulltext: Analyzing Collaborative Discourse.pdf (1.39MB)

Isi artikel

In traditional instruction, the teacher provides information to students, either through lectures or assigned readings. This information typically consists of single-sentence statements of fact, and step-by-step procedures for solving speci?c kinds of problems. Students are expected to memorize the information and then demonstrate that they’ve memorized it by doing well on a test – either by restating the facts correctly, or by applying the memorized procedure to solve a problem. This is known as a transmission and acquisition style of teaching and learning. In contrast, learning sciences research emphasizes a new style of learning – one in which the teacher works with students in a community of learners, providing appropriate scaffolds to student project groups as they build knowledge together. In a classroom based on the scienti?c principles emerging from the learning sciences, students often talk to each other as they construct knowledge together. The teacher is always present but is not dominating the discussion; the teacher often facilitates or channels the discussion, but if students are working together effectively an experienced teacher may realize that the best thing to do is to stay silent.

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