Access Restriction

Author Asterhan, Christa S. C. ♦ Schwarz, Baruch B. ♦ Butler, Ruth
Source CiteSeerX
Content type Text
File Format PDF
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Peer Argumentation ♦ Achievement Goal ♦ Support Conceptual Learning ♦ Different Interaction Goal Instruction ♦ Conceptual Change ♦ Self-report Questionnaire ♦ Co-constructive V ♦ Student Individual Achievement Goal Orientation ♦ Peer-to-peer Argumentation ♦ Peer Interaction Behavior ♦ Evaluate Different Idea ♦ Turn Affect ♦ Coconstructive Manner ♦ Scientific Topic ♦ Peer Dialogue ♦ Peer Interaction ♦ Peer-to-peer Dialogue ♦ Subsequent Individual Learning Gain ♦ Recent Research ♦ Different Type ♦ Different Goal ♦ Productive Type
Abstract Recent research suggests that peer-to-peer argumentation supports conceptual change in students ’ knowledge structures in science and mathematics, provided that students actually juxtapose and evaluate different ideas in a critical, yet coconstructive manner. However, it is well known that this type of peer-to-peer dialogue is not easily elicited and sustained, especially on scientific topics. In this paper, we report on findings from research that investigates how the pursuing of different goals may result in more or less productive types of peer interaction and peer argumentation, and how this, in turn affects conceptual learning from these interactions. In study 1, we focused on the relation between students ’ individual achievement goal orientations and four different types of peer interaction behavior, with the help of self-report questionnaires. In study 2, the effect of different interaction goal instructions (co-constructive vs. competitive) is tested on peer dialogue and on subsequent individual learning gains.
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study