Interactions among children in scholastic contexts and knowledge aquisition in biology

Abstract

This article presents the first results of an investigation in a scholastic context aimed a determining the conditions that favour the acquisition of knowledge in biology within interactions in groups of 4 pupils. There were three work sessions in small groups, and some sessions in class groups. The pupils' conceptions were assessed at the beginning and the end of learning as well as at the beginning of the first and second group sessions. The pupils had to compare their ideas and draw one or several pictures with a caption or some sentences to explain if necessary. Interactional analysis showed that the codevelopment-type interactive dynamics (according to Gilly) contribute to constructing the conceptual field studied owing to the questions the pupils ask one another. Conflicting comparison-type dynamics are benficial providing that each pupil does not put forward only arguments that contribute to confirminghis own opinions. Moreover, it seems that the quality of the interactions depends on the tasks the pupils are requested to accomplish.

Argumentative dialogue in the peer group and conceptual change

“…To dalje znači da neke od viših mentalnih funkcija ne samo da će se sporije razvijati ako ne postoji intenzivna socijalna interakcija nego da one ne mogu ni nastati bez socijalne interakcije (Ivić, Pešikan i Antić, 2001). U odnosu na kolaborativno učenje u školskom kontekstu, istraživači vigotskijanske orijentacije bili su u prvom redu zainteresovani za ulogu jezika u procesu kolaboracije (Ponce & Schneeberger, 2002). Vigotski je opisao jezik kao kulturnu alatku (za razvijanje i deljenje znanja između članova zajednice) i kao psihološko oruđe za struktuiranje procesa i sadržaja individualnog mišljenja (Mercer & Howe, 2012).…”

Tirer parti des échanges langagiers entre pairs pour construire des apprentissages en sciences

“…• Comparaison des deux groupes observés Nous pouvons dire par rapport au groupe A (figure 4) que les élèves du groupe B n'approfondissent pas chaque idée proposée ni ne confrontent une idée avec son contraire. Le graphe sur la circulation des idées (figure 5) a toujours une forme linéaire oblique, c'est-à-dire sans retour vers des idées déjà énoncées (Ponce & Schneeberger, 2002). Chaque élève prend le relais du discours des autres élèves en le modifiant ou en le confirmant sans de véritables remises en question.…”