Playful Talk: Negotiating Opportunities to Learn in Collaborative Groups

Autor/inn/en	Sullivan, Florence R.; Wilson, Nicholas C.
Titel	Playful Talk: Negotiating Opportunities to Learn in Collaborative Groups
Quelle	In: Journal of the Learning Sciences, 24 (2015) 1, S.5-52 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2013.839945
Schlagwörter	Case Studies; Cooperative Learning; Grade 6; Science Instruction; Interpersonal Communication; Peer Relationship; Group Dynamics; Child Development; Developmental Psychology; Verbal Communication; Robotics; Creativity; Play; Video Technology; Audio Equipment; Physics; Group Discussion; Teaching Methods; Interaction; Semi Structured Interviews; Attention; Cues; Coding; Context Effect; Classroom Environment; Qualitative Research; Massachusetts + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kooperatives Lernen; School year 06; 6. Schuljahr; Schuljahr 06; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interpersonale Kommunikation; Peer-Beziehungen; Gruppendynamik; Kindesentwicklung; Entwicklungspsychologie; Robotertechnik; Kreativität; Spiel; Audio-CD; Physik; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Aufmerksamkeit; Stichwort; Codierung; Programmierung; Klassenklima; Unterrichtsklima; Qualitative Forschung; Master-Studiengang
Abstract	This case study examines the role of playful talk in negotiating the "how" of collaborative group work in a 6th-grade science classroom. Here we develop and test a Vygotsky-derived hypothesis that postulates playful talk as a mechanism for identity exploration and group status negotiation. Our findings indicate that students utilized the playful talk genre as a means to (a) position themselves and others as more or less competent within the group in order to create or foreclose opportunities to learn, (b) maintain and strengthen bonds that were developing within the group toward the goal of achieving higher levels of coordination and opportunities to learn, and (c) pivot toward a self-selected identity aimed sometimes at affecting one's status within the group. Taken together, these 3 playful talk functions allowed the group to manage tensions that arose as a result of periods of low coordination and to open opportunities to learn for lower status group members. This study contributes to researchers' understanding of affective aspects of collaborative learning, which are theorized as foundational to success in such endeavors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01