Understanding the Relationship Between Peer Discussion and Students' Representations of Complex Processes

• In Event: Poster Session 9
  In Poster Session: Research in Science Learning and Teaching Poster Session 2

Abstract

This work examined the process of learning from dialogue in an educational setting on the topic of molecular diffusion as a complex phenomenon. We used a pretest-posttest design to assess knowledge before and after an instructional intervention. To analyze student dialogues, we used Cognitive Discourse Analysis, a method from cognitive linguistics that involves the qualitative analysis of language data, and combined findings with our analyses of student knowledge. Our results extend prior work on learning from collaboratively observing tutorial dialogues to show how certain linguistic patterns specific to representing the concept of diffusion related to knowledge gains. We suggest that learner representations of complex processes can be fostered to promote deeper conceptual understanding.

Authors

• Rachel Lam, ETH Zurich

• Kasia Muldner, The University of British Columbia

• Thora Tenbrink, Bangor University