Productive Multivocality in the Analysis of Group Interactions. 1st ed. 2013

種類:

電子ブック

責任表示:

edited by Daniel D. Suthers, Kristine Lund, Carolyn Penstein Rosé, Chris Teplovs, Nancy Law

出版情報:

New York, NY : Springer US : Imprint: Springer, 2013

著者名:

Suthers, Daniel D.

Lund, Kristine.

Rosé, Carolyn Penstein.

Teplovs, Chris.

Law, Nancy.

SpringerLink (Online service)

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シリーズ名:

Computer-Supported Collaborative Learning Series ; 15

ISBN:

9781461489603 [1461489601]    

注記:

Part 1:Introduction -- 1.The Productive Multivocality Project: Origins and Objectives -- 2.Methodological Dimensions -- 3.A Readers’ Guide to the Productive Multivocality Project -- Part 2:Case Study 1:Pivotal Moments in Origami Fractions -- 4.Learning Fractions through Folding in an Elementary Face-to-Face Classroom -- 5.Focus-based Constructive Interaction -- 6.Collaborative and Differential Utterances, Pivotal Moments, and Polyphony -- 7.Social Metacognition, Micro-creativity and Justifications: Statistical Discourse Analysis of a Mathematics Classroom Conversation -- 8.A Multivocal Analysis of Pivotal Moments for Learning Fractions in a 6th Grade Classroom in Japan -- Part 3:Case Study 2:Peer Led Team Learning for Chemistry -- 9.Peer-Led Team Learning in General Chemistry -- 10.Knowledge Building Discourse in Peer-Led Team Learning (PLTL) Groups in First-year General Chemistry -- 11.A Multivocal Process Analysis of Social Positioning in Study Groups -- 12.Application of Network Analysis to Collaborative P
The key idea of this book is that scientific and practical advances can be obtained if researchers working in multiple traditions – including traditions that have been assumed to be mutually incompatible – make a concerted and sustained effort to engage in dialogue with each other by comparing and contrasting their understandings of a given phenomenon and considering how these different understandings can either complement or mutually elaborate on each other. This key idea applies to many fields, particularly in the social and behavioral sciences, as well as education and computer science. The book shows how we have achieved this by presenting our analyses of collaborative learning during the course of a four-year project involving dozens of researchers in a series of five workshops. The 37 editors and authors involved in this project generally study collaborative learning, technology enhanced learning, and cooperative work, and share an interest in understanding group interactions, but approach this topic fr

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