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In our HLM analysis, we found that students in homogeneous groups made significantly greater learning gains than students in heterogeneous groups. The SNA and thematic analysis of the discussions in our contrasting groups helped us identify that the interactions in the homogeneous group were more distributed, while the interactions in the heterogeneous group were more centralized around the member with the greatest prior knowledge, and that these patterns were stable over time. We also found that the students in the homogenous group engaged in richer discussions that were more supportive and built upon one another’s ideas, which may have influenced their group and individual learning outcomes. 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引用次数: 0
摘要
摘要 我们研究了学生原有知识的差异水平如何影响他们在小组中的合作互动和科学学习。我们研究了来自七位科学教师所教班级的 102 个小组的学习成果,以及两个对比组(同质组和异质组)的讨论情况。我们使用层次线性建模(HLM)研究了个人和小组的结果,以探讨同质或异质小组成员身份对学生学习的影响。然后,我们使用社会网络分析(SNA)来确定两个对比小组在进行多重堆肥模拟时互动模式的差异。最后,我们研究了学生在这些小组中的讨论情况,以更好地了解他们之间的互动。在我们的 HLM 分析中,我们发现同质小组的学生比异质小组的学生在学习上的收获要大得多。通过对对比小组的讨论进行 SNA 和主题分析,我们发现同质小组中的互动更加分散,而异质小组中的互动则更加集中在先验知识最丰富的成员周围,而且这些模式随着时间的推移保持稳定。我们还发现,同质小组中的学生参与了更丰富的讨论,这些讨论更具支持性,并以彼此的观点为基础,这可能会影响他们的小组和个人学习成果。虽然我们的研究结果表明,同质小组中的学生学习得更多,合作得更好,但我们也讨论了一些异质性如何可能会有所帮助,小组的形成应侧重于避免极端的异质性情况,并为学生提供合作的支架。
Understanding the effect of differences in prior knowledge on middle school students’ collaborative interactions and learning
Abstract
We investigated how the level of variance in students’ prior knowledge may have influenced their collaborative interactions and science learning in small groups. We examined learning outcomes from 102 groups from seven science teachers’ classes and discourse from two contrasting groups: Homogeneous versus heterogeneous. We examined individual and group outcomes using hierarchical linear modeling (HLM) to explore the effect of membership in a homogeneous or heterogeneous group on students’ learning. We then used social network analyses (SNA) to identify any differences in interaction patterns between the two contrasting groups as they conducted multiple compost simulations. Finally, we examined students’ discussions in these groups to better understand their interactions. In our HLM analysis, we found that students in homogeneous groups made significantly greater learning gains than students in heterogeneous groups. The SNA and thematic analysis of the discussions in our contrasting groups helped us identify that the interactions in the homogeneous group were more distributed, while the interactions in the heterogeneous group were more centralized around the member with the greatest prior knowledge, and that these patterns were stable over time. We also found that the students in the homogenous group engaged in richer discussions that were more supportive and built upon one another’s ideas, which may have influenced their group and individual learning outcomes. While our findings indicate that students in homogeneous groups learn more and collaborate better, we discuss how some heterogeneity may be helpful, and group formation should focus on avoiding extreme cases of heterogeneity and provide students with scaffolding for collaboration.
期刊介绍:
An official publication of the International Society of the Learning Sciences, the International Journal of Computer-Supported Collaborative Learning (IJCSCL) fosters a deep understanding of the nature, theory, and practice of computer-supported collaborative learning (CSCL). The journal serves as a forum for experts from such disciplines as education, computer science, information technology, psychology, communications, linguistics, anthropology, sociology, and business. Articles investigate how to design the technological settings for collaboration and how people learn in the context of collaborative activity.