Social interaction in learning and instruction : the meaning of discourse for the construction of knowledge PDF
Preview Social interaction in learning and instruction : the meaning of discourse for the construction of knowledge
Social Interaction in Learning and Instruction The Meaning of Discourse for the Construction of Knowledge ADVANCES IN LEARNING AND INSTRUCTION SERIES Series Editors: Andreas Demetriou, Erik De Corte, Stella Vosniadou and Heinz Mandl Published VAN SOMEREN, REIMANN, BOSHUIZEN & DE JONG Learning with Multiple Representations DILLENBOURG Collaborative Learning: Cognitive and Computational Approaches SCHNOTZ, VOSNIADOU & CARRETERO New Perspectives on Conceptual Change BLISS, SALJO & LIGHT Learning Sites: Social and Technological Resources for Learning KAYSER & VOSNIADOU Modelling Changes in Understanding: Case Studies in Physical Reasoning Forthcoming title ROUET, LEVONEN & BIARDEAU Multimedia Learning: Cognitive and Instructional Issues GARRISON & ARCHER A Transactional Perspective on Teaching and Learning Other titles of interest REIMANN & SPADA Learning in Humans and Machines: Towards an Interdisciplinary Learning Science Computer Assisted Learning: Proceedings of the CAL series of biennial Symposia 1989, 1991, 1993, 1995 and 1997 (five volumes). Related Journals - sample copies available on request Learning and Instruction International Journal of Educational Research Computers and Education Computers and Human Behavior Social Interaction in Learning and Instruction The Meaning of Discourse for the Construction of Knowledge edited by Helen Cowie and Geerdina van der Aalsvoort 2000 PERGAMON An imprint of Elsevier Science Amsterdam - Lausanne - New York - Oxford - Shannon - Singapore - Tokyo ELSEVIER SCIENCE Ltd The Boulevard, Langford Lane Kidlington, Oxford OX5 1GB, UK 2000 Elsevier Science Ltd. All rights reserved. Photocopying Single photocopies of single chapters may be made for personal use as allowed by national copyright laws. Permission of the Publisher and payment of a fee is required for all other photocopying, including multiple or systematic copying, copying for advertising or promotional purposes, resale, and all forms of document delivery. Special rates are available for educational institutions that wish to make photocopies for non-profit educational classroom use. In the USA, users may clear permissions and make payments through the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, USA; phone: (978) 7508400, tax: (978) 7504744, and in the UK through the Copyright Licensing Agency Rapid Clearance Service (CLARCS), 90 Tottenham Court Road, London W1P OLP, UK; phone: (+44) 171 631 5555; fax: (+44) 171 631 5500. Other countries may have a local reprographic rights agency for payments. First edition 2000 Library of Congress Cataloging in Publication Data A catalog record from the Library of Congress has been applied for. British Library Cataloguing in Publication Data A catalogue record from the British Library has been applied for. ISBN: 0 08 043597 1 © The paper used in this publication meets the requirements of ANSI/NISO Z39.48-1992 (Permanence of Paper). Printed in The Netherlands. Contents Acknowledgement vii Contributors ix 1. Introduction Helen Cowie and Geerdina M. van der Aalsvoort 1 2. Studying Social Interaction in Instruction and Learning: Methodological Approaches and Problems Geerdina M. van der Aalsvoort and Frits J.H. Harinck 5 3. Institutional Framings in Thinking, Learning and Teaching Michele Grossen 21 4. "Shall we be Researchers Again?" Identity and Social Interaction in a Community of Inquiry Ed Elbers and Leen Streefland 35 5. Collective Argumentation: A Sociocultural Approach to Reframing Classroom Teaching and Learning Raymond A.J. Brown and Peter D. Renshaw 52 6. The Development of Children's Social Representations of the Primary School Curriculum Gabrielle Ivinson 67 7. Learning the Communication Skills and Social Processes of Peer Support: A Case Study of Good Practice. Paul Naylor and Helen Cowie 93 8. Co-Construction in Kindergartners' Free Play: Effects of Social, In- dividual and Didactic Factors Paul P.M. Leseman, Linda Rollenberg and Eveline Gebhardt 104 9. Activity and Interaction in Pedagogical Contexts Judith Ireson 129 10. Mapping the Dynamics of Peer Group Interaction: A Method of Analysis of Socially Shared Learning Processes Kristiina Kumpulainen and Mika Mutanen 144 11. Deep Processing in a Collaborative Learning Environment Carla van Boxtel, Jos van der Linden and Gellof Kanselaar 161 12. Language for Thinking: A Study of Children Solving Reasoning Test Problems Together Rupert Wegerif and Neil Mercer 179 13. Guided Participation, Discourse and the Construction of Knowledge in Mexican Classrooms Sylvia Rojas-Drummond 193 14. Overview and New Perspectives Geerdina M. van der Aalsvoort, Helen Cowie and Neil Mercer 214 References 221 Index 245 This page intentionally left blank Acknowledgement Producing this book would not have been possible without the support of the European Science Foundation, Strasbourg. The European Science Foundation is an association of 62 major national funding agencies devoted to basic scientific research in 21 countries. The ESF assists its Member Organisations in two main ways: by bringing scientists together in its Scientific Programmes, Networks and European Research Conferences, to work on topics of common interest; and through the joint study of issues of strategic importance in European science policy. The scientific work sponsored by the ESF includes basic research in the natural and technical sciences, the medical and biosciences, the humanities and social sciences. The ESF maintains close relations with other scientific institutions within and outside Europe. Through its activities, the ESF adds value by cooperation and coordination across national frontiers and endeavours, offers expert scientific advice on strategic issues, and provides the European forum for fundamental science. This book is one of the outcomes of the ESF Scientific Programme on "Learning in Humans and Machines". This page intentionally left blank Contributors Geerdina M. van der Aalsvoort Michele Grossen University of Leiden University of Lausanne Department of Special Education Lausanne Wassenaarsewegg 52 Switzerland 2333 AK Leiden The Netherlands Frits J.H. Harinck University of Leiden Department of Special Education Carla van Boxtel Wassenaarseweg 52 University of Utrecht 2333 AK Leiden Department of Educaitonal Sciences The Netherlands Heidelberglaan 2 3584 CS Utrecht The Netherlands Judith Ireson Psychology and Special Needs Group Ireson Institute of Education Raymond A.J. Brown University of London The Graduate School of Education 25 Woburn Square The University of Queensland London WC1H OAA Brisbanee UK Queensland 4072 Australia Gabrielle Ivinson School of Education Helen Cowie The Open University School of Psychology and Counselling Walton Hall Roehampton Institute London Milton Keynes West Hill MK7 6AA London SW15 3SN UK UK Gellof Kanselaar University of Utrecht Ed Elbers Department of Educaitional Sciences Faculty of Social Sciences Heidelberglaas 2 Utrecht University 3584 CS Utrecht P.O. Box 80140 The Netherlands 3508 TC Utrecht The Netherlands Kristiina Kumpulainen University of Oulu Eveline Gebhardt Faculty of Education University of Amsterdam PO Box 222 Department of Education FIN-90571 Oulu Wibaustraat 4 Finland NL-1091 GM Amsterdam The Netherlands
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