Social interaction in learning and instruction : the meaning of discourse for the construction of knowledge

257 Pages·2000·19.012 MB·English

by  Cowie, Helen, Van Der Aalsvoort, Geerdina

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
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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
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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
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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".
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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