Appropriation from a Script Theory of Guidance Perspective: A Response to Pierre Tchounikine

Autor/inn/en	Stegmann, Karsten; Kollar, Ingo; Weinberger, Armin; Fischer, Frank
Titel	Appropriation from a Script Theory of Guidance Perspective: A Response to Pierre Tchounikine
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 11 (2016) 3, S.371-379 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-016-9241-7
Schlagwörter	Stellungnahme; Scripts; Theories; Teaching Methods; Cooperative Learning; Goal Orientation; Student Behavior; Computer Assisted Instruction; Educational Technology + Suchen Sie Ihr Suchwort? Skript; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Zielorientierung; Zielvorstellung; Student behaviour; Schülerverhalten; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien
Abstract	In a recent paper, Pierre Tchounikine has suggested to advance the Script Theory of Guidance (SToG) by addressing the question how learners appropriate collaboration scripts presented to them in learning environments. Tchounikine's main criticism addresses SToG's "internal script configuration principle." This principle states that in any collaboration situation, the learners' set of goals and perceived situational characteristics influence how they dynamically configure internal collaboration scripts. Tchounikine's critique is that SToG is not very clear about how exactly "the learner's set of goals" and particularly "perceived situational characteristics" influence the way learners understand and act in a CSCL situation. In response, we argue that SToG, at its core, is deeply concerned with appropriation of external scripts by focusing on how external scripts influence the (re-)configutration of internal scripts. Here, we lay out different aspects of appropriation in line with the basic assumptions of SToG, namely "perception," "interpretation," and "implementation." The process of appropriation may be followed by an "internalization" of the result of appropriation (or appropriated external guidance). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01