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| Autor/in | Mason, Lucia |
|---|---|
| Titel | Collaborative Reasoning on Self-Generated Analogies: Conceptual Growth in Understanding Scientific Phenomena. |
| Quelle | (1995), (35 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Analogy; Concept Formation; Cooperative Learning; Foreign Countries; Grade 4; Group Discussion; Group Dynamics; Intermediate Grades; Knowledge Representation; Scientific Concepts; Thinking Skills; Italy |
| Abstract | This study investigated fourth graders' (N=18) self-generated analogies and the effects of their collaborative reasoning and arguing over these analogies on individual understanding of three scientific phenomena concerning air pressure. The data were subjected to both a qualitative and quantitative analysis. The first showed that the children, on the basis of their alternative representations of what air could do, produced and used their own analogies as self-explanations both to help them learn the new material and communicate their understanding to others. Moreover, the analysis of the collaborative reasoning and arguing developed in small group discussions revealed that through steps of critical opposition and co-construction, the learners negotiated and renegotiated meanings and ideas to share a new common knowledge. The quantitative analysis showed that socio-cognitive interaction in small groups was fruitful as the children significantly progressed on an individual plane in giving their own explanations of each phenomenon as well as in recognizing the similarities between the three phenomena. In addition the qualitative data showed evidence that the children were able to exhibit metacognitive awareness of their conceptual growth. Educational implications are discussed. Contains 63 references. (Author/JRH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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