Hausmann B van de Sande C van de Sande VanLehn - arxiv.org

Productive Dialog During Collaborative Problem Solving
arxiv.org (submitted to JLS)

Robert G.M. Hausmann, Brett van de Sande, Carla van de Sande, and Kurt VanLehn

Collaboration is an important problem-solving skill; however, novice collaboration generally benefits from some kind of support. One possibility for supporting productive conversations between collaborators is to encourage pairs of students to provide explanations for their problem-solving steps. To test this possibility, we contrasted individuals who were instructed to self-explain problem-solving steps with dyads who were instructed to jointly explain problem-solving steps in the context of an intelligent tutoring system (ITS). The results suggest that collaboratively developed explanations prompted students to remediate their errors in dialog, as opposed to relying on the ITS for assistance, which is provided in the form of on-demand hints. The paper concludes with a discussion about implications for combining proven learning interventions.

Oliveira Sadler - JRST 2008

Interactive patterns and conceptual convergence during student collaborations in science
J Res Sci Teach 45: 634-658, 2008

Alandeom W. Oliveira, Troy D. Sadler

This study examines cognitive and social processes in group interactions that shape collaborative learning in science classrooms. Three small groups of students were observed while working collaboratively on explaining the burning of a candle under a jar. The learning environment served as a context for examination of conceptual convergence, a process wherein students construct shared meanings for science concepts through gradual refinement of ambiguous, partial meanings presented in group space. Despite engaging in the same activity with very similar instructional supports, the groups displayed very different patterns of interaction and achieved varied degrees of conceptual convergence. One group collaborated effectively and displayed evidence of individual conceptualizations of science content converging to establish a more well-informed shared conceptualization. The other groups were not as successful, each for unique reasons. Problems demonstrated in one group included lack of self-confidence, poor monitoring of group learning, and active avoidance of potentially fruitful conceptual conflicts. The other group struggled primarily because of a combative social context. The major educational significance of this study was the identification of social context and interactive patterns, group approaches to conceptual conflicts, and instructors' roles in collaborative activities as crucial aspects of productive group learning.