Literaturnachweis - Detailanzeige
| Autor/inn/en | Hu, Liru; Chen, Gaowei |
|---|---|
| Titel | Exploring Turn-Taking Patterns during Dialogic Collaborative Problem Solving |
| Quelle | In: Instructional Science: An International Journal of the Learning Sciences, 50 (2022) 1, S.63-88 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hu, Liru) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0020-4277 |
| DOI | 10.1007/s11251-021-09565-2 |
| Schlagwörter | Elementary School Students; Grade 4; Cooperative Learning; Problem Solving; Interpersonal Communication; Mathematics Education; Student Participation; Group Discussion; Foreign Countries; China |
| Abstract | This study investigated students' turn-taking patterns during dialogic collaborative problem solving, with analysis based on the participation-shift analytical framework. 168 primary fourth-grade students were assigned to 42 groups and worked on three mathematical problems for a total of 30 minutes. Group-level analysis revealed that most students accessed the conversational floor by receiving it from the last speaker. Usurping a floor offered to another person and claiming a floor opened to the whole group were positively associated with the intensity and the balance of group discussion. Individual-level analysis further identified four latent profiles of individuals with distinct turn-taking styles: turn-receivers (i.e., receiving the floor assigned by the last speaker) (15%), turn-usurpers (20%) (usurping the floor when it was offered to another person), turn-claimers (10%) (claiming the floor when it was opened to the whole group) and turn-balancers (55%) (no strong turn-taking tendency). Individual participation rates and prior Chinese grades proved to be the two most significant unique predictors of individual membership in the turn-usurper profile. The findings suggest ensuring students' equitable access to the conversational floor and provide teachers with several specific turn-taking related approaches to promote equity and respect in peer talk. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
