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Thema
Lernen im Dialog |
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Erwin Beck, Matthias
Baer, Thomas Bachmann, Titus Guldimann, Ruth Niedermann, Michael
Zutavern
Learning in dialogue - Description
and analysis of student dialogues during the solving of a
problem in a learning dyad
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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. |
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