Learning in dialogue – Description and analysis of student dialogues during the solving of a problem in a learning dyad
DOI:
https://doi.org/10.24452/sjer.22.3.4589Abstract
The following study examined dialogues in which two students tried to solve a problem together without the help of a steering and correcting teacher. The goal, to answer an everyday question such as, “Why does an iron boat float?” leads the way to the solution of a physical problem. The study-partners experiences, solution ideas, and questions in the discussion about the proposed subject, make up the fruitfulness of such a situation. In a representative study with over 400 male and female students of 20 eight-grade classes, such dialogues to a physical and rather linguistical problem area where examined. The aim here was to analyze the paradigms that contribute to a more or less enhancement of learning throughout the dialogues. As an example, it was possible to prove the gender-specific differences and the significance of pre-existing knowledge.
A smaller spot-test of 31 dialogue-couples scrutinizes their conversations. The results show, among other things, that for the solution of a linguistical problem, the capability to steer matters, where with the natural-science task, the diversity of pre-existing knowledge and “creative straying” is helpful. From that, we can deduce conclusions for co-operative learning and the didactic meaning of study-partnerships. The significance of dialogues can as well be thematically examined in present school lessons.
Downloads
Downloads
Published
Issue
Section
License
Copyright (c) 2000 Erwin Beck, Matthias Baer, Thomas Bachmann, Titus Guldimann, Ruth Niedermann, Michael Zutavern

This work is licensed under a Creative Commons Attribution 4.0 International License.
