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1.
Rupert Wegerif Karen Littleton Lyn Dawes Neil Mercer Denise Rowe 《International Journal of Research & Method in Education》2013,36(2):143-156
This paper reports on a project to explore the impact of promoting exploratory talk as the medium of teaching across the curriculum for 6‐ and 7‐year‐old pupils in three primary schools in the UK. We found that this focus on teaching through exploratory talk (which we call the Thinking Together approach) enabled the children to work together more inclusively and more effectively, improving their social skills and, at the same time, their use of language for reasoning and learning. 相似文献
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《Learning and Instruction》2000,10(4):311-330
In this article we present the results of an experimental study of the influence of task characteristics on the characteristics of elaboration of conceptual knowledge in social interaction. With a pre-test and post-test we measured individual learning outcomes. We constructed a coding scheme that focuses on the communicative functions and propositional content of utterances and on elaborative episodes. The subjects were 40 students who worked in dyads on a collaborative task about electricity in one of four conditions. We compared a concept mapping task with a poster task and investigated the effect of a phase of individual preparation. The post-test scores were significantly higher than the pre-test scores. Individual preparation created better learning results and the asking of more questions. The concept mapping conditions showed more discussion of electricity concepts, collaboratively elaborated conflicts and reasoning, but no higher individual learning outcomes. In the concept mapping conditions, elaboration was related to individual learning outcomes. 相似文献
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Using Exploratory Talk to Enhance Problem-solving and Reasoning Skills in Grade-7 Science Classrooms
This study investigates whether the generation of exploratory talk in grade seven, second-language science classrooms in the Eastern Cape Province, South Africa, has a positive effect on learners in terms of their problem-solving and reasoning skills and whether socio-cultural milieus (urban, peri-urban and rural settings of schools) have an effect on any cognitive gains that may be made by learners. The findings were that there is a clear and statistically significant improvement in the mean test scores on problem-solving and reasoning of pupils who participated in the classroom discussion initiative (exploratory talk) over those of the comparison groups. This result was consistent in both the first- and second-studies that were undertaken. There was also a significant difference between the gains in problem-solving and reasoning test scores of the three socio-geographical settings in which the participating schools are found. 相似文献
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From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development 总被引：2，自引：0，他引：2
This study explores the theory that individual reasoning ability, as measured using standard reasoning tests, has part of its origin in dialogue with others. In the study, 64 eight- and nine-year-old children were taught the use of ‘exploratory talk’, a type of talk in which joint reasoning is made explicit. The relationship between the talk of the children and the solving of Raven's test problems was studied using discourse analysis of groups working together. The findings of the study support four claims: that use of exploratory talk can improve group reasoning, that exploratory talk can be taught, that the teaching of exploratory talk can successfully transfer between educational contexts and that individual results on a standard non-verbal reasoning test significantly improved as a result of the intervention teaching exploratory talk. Our results offer support for the hypothesis that experience of social reasoning can improve scores on measures of individual reasoning. The stronger hypothesis that general cognitive development is a product of induction into social reasoning remains in doubt. 相似文献
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Sylvia Rojas-Drummond Nancy Mazn Manuel Fernndez Rupert Wegerif 《Thinking Skills and Creativity》2006,1(2):84-94
This paper describes research that explored the question of whether or not it is possible to characterise and teach a single type of educationally productive talk. We analysed and compared the quality of children's interactional strategies when jointly working on a reasoning task and a psycholinguistic task. The latter involved writing an integrated summary of three related texts. Sixth grade primary school children (11–12 years old) solved these two tasks as pre- and post-tests before and after training in the use of ‘Exploratory Talk’ (ET) to think together and argue as well as in strategies for producing summaries. After training, children improved substantially in the use of ET when solving the reasoning but not the psycholinguistic task. However, using ethnography of communication methods to analyse the talk further around the latter task revealed that both the number and quality of communicative events and acts increased importantly. These changes were accompanied by a significant improvement in the quality of the summaries produced. These findings suggest that the requirement for explicit reasoning in the definition and analysis of ET may be task dependent. To account for the common features of the educationally productive talk in the two settings, we propose the more inclusive concept of co-constructive talk to characterise the inter-subjective orientation, social ground rules and communicative actions that support effective collaboration, co-ordination and creativity. 相似文献
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Researchers believe that the way that students talk, specifically the language that they use, can offer a window into their reasoning processes. Yet the connection between what students are saying and what they are actually thinking can be ambiguous. We present the results of an exploratory interview study with 10 participants, designed to investigate the role of language in university physics students' reasoning about heat in thermodynamic processes. The study revealed two key findings: (1) students' approaches to solving certain heat-related problems are related to the way in which they explicitly define the word ‘heat’ and (2) students' tendency to reason with heat as a state function in inappropriate contexts appears to be connected to a model of heat implicitly encoded in language. This model represents heat or heat energy/thermal energy as a substance that moves from one location to another. In this model, students talk about thermodynamic systems as ‘containers' of heat, and temperature is a measure of the amount of heat ‘in' an object. 相似文献
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Research has shown improvements in science, mathematics, and language scores when classroom discussion is employed in school-level science and mathematics classes. Studies have also shown statistically and practically significant gains in children’s reasoning abilities as measured by the Raven’s Standard Progressive Matrices test when employing the practice of “exploratory talk”. While these studies suggest that transfer of learning had taken place, a number of dialog-intensive designs have failed to find positive results, only reported delayed transfer, or have been criticized in terms of methodological rigor, small sample sizes, or because they have only shown small effect sizes. In this study, the claim is made that a particular set of studies which focused on exploratory talk and reasoning abilities, and which used designs that are better positioned to meet the standards mentioned above when presenting data in support of far transfer, provides robust evidence of far transfer within the framework of Barnett and Ceci’s taxonomy of transfer. Possible relationships between exploratory talk, argumentation, and key domains in the science of learning are considered in an attempt to explain the apparent far transfer effects when children engage in exploratory talk. 相似文献
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Talking for reasoning among Mexican primary school children 总被引：1，自引：0，他引：1
We analysed the development and promotion of ‘exploratory talk’ as a discursive tool to facilitate collective and individual reasoning in Mexican primary school children, following Mercer et al. (Br. Educ. Res. J. 25 (1999) 95) in the UK equivalent experimental and control groups of primary school children were administered a group and an individual problem-solving test before and after training. Teachers of the experimental groups trained their respective students to use competently exploratory talk to make their reasoning visible to others for solving diverse problems. In contrast with control children, experimental ones used significantly more exploratory talk, and this gain was accompanied by a substantial improvement in group and individual problem-solving. Results confirm sociocultural claims that language can function as a powerful tool to facilitate reasoning in social contexts, confirming previous UK findings. 相似文献
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Edna Vahter 《The International Journal of Art & Design Education》2016,35(1):51-67
Traditionally, the learning of arts in the Estonian primary school has meant completion of practical assignments given by the teacher. The new national curriculum for basic school adopted in 2010 sets out new requirements for art education where the emphasis, in addition to practical assignments, is on discussion and understanding of art. The teacher must introduce pupils to both art history and contemporary art. As a result, primary teachers would likely serve their pupils more effectively if they reconsidered their current understandings of art education and update their teaching correspondingly. The action research method seeks to answer the following question: how should one change the art education process in primary school so that in addition to practical activities pupils would have opportunities to talk about and understand contemporary art? The article discusses a framework for modernising art education in primary school. Research shows that primary school learners are open to innovation and thus discussion of contemporary art can become a natural part of primary school art classes. The balance between creating and responding is a key to planning the art education processes today. 相似文献
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Franz X. Bogner Michael Wiseman 《European Journal of Psychology of Education - EJPE》1997,12(1):89-102
This paper deals with the analysis of written associative responses in the context of a week-long outdoor ecology education at a National Park (treatment). Firstly, 12–13 year old pupils were instructed to respond freely to two selected key words (“Environment” and “Conservation”) by listing all words that they associate with them. All observed associations were categorized into a preselected cluster of 8 (or 9) domains. Secondly, the same procedure was applied in a followup survey: For both key words, participation in the education programme influenced frequencies as well as the choice profiles themselves indicating an increase in positive emotional and conservational associations. Advantages and limitations of the method are discussed. 相似文献
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Debra McGregor 《International Journal of Research & Method in Education》2013,36(2):237-261
Observations of pupils‐in‐action whilst carrying out investigations indicated that there was plenty of social and cooperative exchange. There was, however, infrequent discussion regarding the planning of experimental approaches, predicting outcomes, consideration of the meaning of evidence and evaluation of task solutions. These observations informed the nature of interactive in‐service programmes developed in Keele University Education Department. Professional development was designed to purposely illustrate a wide repertoire of pedagogic strategies that focused around these issues to support cognitive development of pupils. The interactive nature of the in‐service training was shown to affect widespread ‘change in teachers’ practice. These teachers, involved in experiential in‐service, reflected that they intervened more regularly in children's learning. Their engagement in in‐service training as learners in problem‐solving situations resulted in conceptual shifts in understanding the learning processes their pedagogical transformations could affect. The impact of this changed praxis on pupils' learning in investigational situations was studied after in‐service intervention. These findings were compared with the performance of pupils of the same year group carrying out the same investigations before in‐service intervention. The more interactive nature of the teachers' changed pedagogy appeared to affect change in the way pupils themselves interacted and learnt from and with each other. Explicitly sharing subjective views through exploratory talk was found to be important to affect learning through social interaction. 相似文献
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Lu��s Filipe Barbeiro 《Reading and writing》2011,24(7):813-834
This article presents pupils?? awareness of writing as elicited through a metawriting task, in other words a task in which pupils from the third, fourth and sixth forms (grades) were required to write about writing. The analysis of the texts revealed the pupils?? increasing ability to write texts focusing on writing and on the subject??s relationship to writing. There are significant differences concerning the number of processes mobilised by the pupils to describe the writing process and the operations that take place within it. The increase in awareness is particularly salient in the case of planning during pre-writing. The pupils from the sixth form also mobilise a significantly higher number of processes concerned with the components of textualising (translating) and revising. The results for awareness of text and of reader do not present significant differences or any gradual increase. On the textual dimension, attention is given predominantly to the formal aspects of the texts, especially in the lower forms, while the emergence of other factors, such as genre, is still limited. As for the reader, this aspect of awareness receives the lowest number of associated processes when pupils write about their writing. The results revealed the dimensions and factors to which pupils in different school forms have conscious access when reflecting on their writing. The outcomes support the strategy of using metawriting as consciousness raising tool to increase pupils?? writing skills. 相似文献
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Raymond Bjuland 《Educational Studies in Mathematics》2004,55(1-3):199-225
This paper reports research that focuses on student teachers' reflections on their learning process in a collaborative problem-solving context. One group of students with limited mathematical backgrounds worked on two problems in geometry without teacher intervention. We focus on two episodes from the group dialogues. In the first episode (section 5) the students basically reflect on two key issues. The first reflection is related to the concern of making problem-solving tasks too difficult in general while the second reflection has to do with the concern of participation in the solution process. The students discuss how they can give hints or introduce particular ideas before presenting a solution in order to stimulate colleague participation, thus promoting the understanding of the solution process. The second episode (section 6) illustrates the reflection of students on their preparation as future teachers of mathematics. They emphasise that the experience of getting stuck with a problem may help them to better understand the frustration pupils experience while working on unfamiliar problems in classroom. Based on the experience of getting stuck, the students reflect on how they could motivate themselves as well as pupils to work on mathematical problems. They suggest that a good strategy is to start working on an easier problem. If they succeed in coming up with a solution to that problem, they think that it is then more stimulating to proceed to a difficult one. 相似文献
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Many researchers have stressed the importance of qualitative understanding of physical phenomena, particularly in the context of exploratory learning environments. Qualitative understanding proves to be a major part of the expert's ability to solve complex problems in physics. Some researchers think that this kind of reasoning, far from being specific to experts' knowledge, also characterizes intuitive understanding and plays a part in the transition from intuitive knowledge to more expert knowledge. It is therefore important to help students develop their qualitative reasoning and extend their existing useful conceptions. This paper presents a task analysis of a computer microworld of force and motion problems that allows students to gain a qualitative understanding of some aspects of vector algebra. The aim of the task analysis being to develop a qualitative curriculum for exploratory learning, we tried to represent the knowledge to be acquired in such a way as to promote the progressive conceptual understanding of some basic aspects of Newton's laws of motion, taking into account students' intuitive knowledge about physics. The task analysis was undertaken prior to the experimental study in order to provide guidance for students in their exploration of the microworld. The experimental work allows us to validate and extend the a priori analysis. 相似文献
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Eira Wyn Patterson 《Education 3-13》2018,46(3):264-276
Collaborative group work has the potential for providing rich opportunities for children to learn through talk with peers; however, in practice, little effective engagement in learning is observed within authentic learning contexts. Exploratory talk is associated with high levels of cognitive challenge within collaborative group work. Detailed observations of collaborative interactions which took place during activities in authentic learning contexts in Reception and Year 3 classes were analysed to identify exploratory talk episodes and to gain insights into the factors contributing to their development. This study makes a theoretical contribution to understanding the nature of exploratory talk in the early years and provides insights into the form that scaffolding of exploratory talk can take in authentic learning contexts. 相似文献
19.
Julia Sutherland 《Literacy》2006,40(2):106-114
One hundred and eighty British secondary school pupils aged 11–12 and their six trainee teachers in five schools participated in an action research project, designed to improve the quality of children's group talk in English lessons, particularly their engagement in higher‐order thinking through ‘exploratory’ talk. The programme, supported by the Teacher Training Agency (TTA), now Training and Development Agency, was devised by a team of mentors and an Initial Teacher Educator from Sussex University. It aimed to develop the trainees' skills both in planning challenging tasks for, and sustaining effective group talk, using ‘ground rules’ and varied teacher discourse strategies. The data include qualitative comparative analysis of discourse audiotaped before and after the intervention, taken from 66 pupils. Findings indicate a clear improvement in the quality of talk, in terms of pupils' collaborative engagement in higher‐order thinking. Further evidence from observations and interviews with all participants suggests confirmation of the programme's effectiveness in improving trainees' and pupils' skills in, and understanding of how to use group talk to reason. 相似文献
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Elizabeth Hewitt 《Education 3-13》2013,41(4):402-418
Group talk opportunities in science can be a rich site for conceptual change. The role of the teacher is vital in scaffolding the exploratory talk which can lead children to talk their way to new understandings and clarify their ideas with peers. This study aims to uncover teacher strategies which lead to effective talk for developing scientific understanding. The findings of this small-scale ethnographic case study suggest that the temporal organisation, the way in which the teacher organises the timing of group discussion activities, may have an impact upon the nature of the pupils’ dialogue. 相似文献