Literaturnachweis - Detailanzeige
| Autor/inn/en | Almasi, Janice F.; Gambrell, Linda B. |
|---|---|
| Institution | National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD. |
| Titel | Sociocognitive Conflict in Peer-Led and Teacher-Led Discussions of Literature. Reading Research Report No. 12. |
| Quelle | (1994), (50 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Analysis of Variance; Cognitive Style; Conflict; Discourse Analysis; Discussion (Teaching Technique); Grade 4; Intermediate Grades; Literature Appreciation; Reading Research; Sociolinguistics; Student Behavior; Teacher Behavior |
| Abstract | A study described the characteristics of sociocognitive conflicts and the discourse associated with such conflicts, and determined how the cognitive processes exercised during discussion were internalized. Participants were 97 fourth-grade students and 6 elementary classroom teachers. Peer-led and teacher-led discussions of texts were examined to determine the role of sociocognitive conflict in these discussions. Constant-comparative methods revealed three categories of sociocognitive conflict: conflict within self; conflict with others, and conflict with text. Sociolinguistic analyses revealed that students' discourse in peer-led discussions was significantly more complex than in teacher-led discussions. The Cognitive Conflict Scenario revealed that students in peer-led discussions were able to recognize and resolve sociocognitive conflicts better than students in teacher-led discussions. Findings suggest that peer-led discussions produced richer and more complex interactions than did teacher-led discussions and resulted in the internalization of the cognitive processes associated with engaged reading. (Contains 61 references, 5 tables and 6 figures of data; the Cognitive Conflict Scenario Task Pre/Postttest and the scoring rubric are attached.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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