Analysing Student-Student Interaction from Cooperative Learning and Systematic Functional Perspectives.

Autor/inn/en	Jacobs, George M.; Ward, Christopher
Titel	Analysing Student-Student Interaction from Cooperative Learning and Systematic Functional Perspectives.
Quelle	In: Electronic Journal of Science Education, 4 (2000) 4, (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3430
Schlagwörter	Class Activities; Classroom Communication; Classroom Techniques; Cooperative Learning; Discourse Analysis; Educational Strategies; Group Activities; Interaction; Intermediate Grades; Language Patterns; Language Usage; Linguistic Theory; Models; Oral Language; Science Instruction; Second Language Instruction; Second Language Learning; Structural Analysis (Linguistics); Student Participation; Teamwork; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Klassengespräch; Klassenführung; Kooperatives Lernen; Diskursanalyse; Lehrstrategie; Gruppenaktivität; Interaktion; Mittelstufe; Sprachmodell; Sprachstruktur; Sprachgebrauch; Linguistische Theorie; Analogiemodell; Oral interpretation; Mündlicher Sprachgebrauch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Structural analysis; Strukturanalyse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Theorie-Praxis-Beziehung
Abstract	This paper offers insights on how to facilitate student-student interaction in the science classroom. These insights derive from the education and the linguistics literature. Cooperative learning research offers a means of understanding what helps groups of students interact successfully. Systemic functional linguistics provides tools for analyzing how people use language to achieve various aims. In this article, cooperative learning and systemic functional linguistics are first described. Next, they are used to analyze a transcript of student-student interaction from an elementary school science classroom. Then implications are suggested as to how these two areas of inquiry can inform improved teaching practice. Particular emphasis is placed on the teaching of collaborative skills. Interaction plays a crucial role in learning, and even at an early age interaction is crucial. Successful interaction depends a good deal on skill on the part of the interactants. With specific reference to learning at school, constructivist and Vygotskian views both stress the value of student-student interaction. Ideas are illustrated and disseminated for enhancing interaction. The paper is divided into three sections: the first presents a brief introduction to cooperative learning (CL) and systematic functional (S/F) linguistics; the second focuses on using early CL and S/F linguistics to analyze a small bit of interaction of 3 primary school students; and the final section suggests how insights from CL and S/F can in tandem inform pedagogy. (Contains 56 references and 2 appendices.) (KFT)
Anmerkungen	For full text: http://unr.edu/homepage/crowther/ejse/jacobsetal.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC