Collaborative Epistemic Discourse in Classroom Information-Seeking Tasks

Autor/inn/en	Knight, Simon; Mercer, Neil
Titel	Collaborative Epistemic Discourse in Classroom Information-Seeking Tasks
Quelle	In: Technology, Pedagogy and Education, 26 (2017) 1, S.33-50 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knight, Simon) ORCID (Mercer, Neil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2016.1159978
Schlagwörter	Information Seeking; Epistemology; Beliefs; Cooperative Learning; Discourse Analysis; Interpersonal Communication; Observation; Online Searching; Search Engines; Group Activities; Mixed Methods Research; Group Discussion; Coding; Outcomes of Education; Foreign Countries; Children; Transcripts (Written Records); Content Analysis; Worksheets; Web Sites; Knowledge Level; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Informationserschließung; Erkenntnistheorie; Belief; Glaube; Kooperatives Lernen; Diskursanalyse; Interpersonale Kommunikation; Beobachtung; Online-Recherche; Suchmaschine; Gruppenaktivität; Gruppendiskussion; Codierung; Programmierung; Lernleistung; Schulerfolg; Ausland; Child; Kind; Kinder; Inhaltsanalyse; Web-Design; Wissensbasis
Abstract	The authors discuss the relationship between information seeking and epistemic beliefs--beliefs about the source, structure, complexity and stability of knowledge--in the context of collaborative information-seeking discourses. They further suggest that both information seeking, and epistemic cognition research agendas, have suffered from a lack of attention to how information seeking as a collaborative activity is mediated by talk between partners- an area they seek to address in this article. A small-scale observational study using sociocultural discourse analysis was conducted with eight 11-year-old pupils who carried out search engine tasks in small groups. Qualitative and quantitative analysis were performed on their discussions using sociocultural discourse analytic techniques. Extracts of the dialogue are reported, informed by concordance analysis and quantitative coding of dialogue duration. The authors find that: (1) discourse which could be characterised as "epistemic" is identifiable in student talk; (2) it is possible to identify talk which is more or less productive; and (3) epistemic talk is associated with positive learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01