How does dialogical talk promote student learning during small group work? An exploratory study
This article reports on a study which analysed the dialogue among students working in small groups. The main aim of the analysis was to identify types of interaction through the analysis of student-student talk. The study also examined the association between types of interaction and correctness of...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad de Barcelona |
| Repositorio: | Dipòsit Digital de la UB |
| OAI Identifier: | oai:diposit.ub.edu:2445/180191 |
| Acceso en línea: | https://hdl.handle.net/2445/180191 |
| Access Level: | acceso abierto |
| Palabra clave: | Estratègies d'aprenentatge Treball de grup en educació Interacció educativa Comunicació en l'educació Diàleg Ensenyament Learning strategies Group work in education Interaction analysis in education Communication in education Dialogue Teaching |
| Sumario: | This article reports on a study which analysed the dialogue among students working in small groups. The main aim of the analysis was to identify types of interaction through the analysis of student-student talk. The study also examined the association between types of interaction and correctness of the answers provided by the students to the task. Results suggest that 'dialogic interaction', as a type of action based on the use of validity claims (including conjectures, reasoning and proof) within the dialogue, is associated with correctness, since participants must justify their answers drawing on validity claims that are susceptible of being verifiable by all participants in the group. The findings provide evidence to advance our knowledge about what is it about dialogic interaction that promotes learning, opening up new avenues for teachers to improve their practice within the classroom. |
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