Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge

Howe, Christine; Tolmie, Andrew; Duchak-Tanner, Val; Rattray, Catherine

doi:10.1016/s0959-4752(00)00004-9

Cited by 95 publications

(66 citation statements)

References 11 publications

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“…They have progressively been able to open the "black box" of the social interaction, thanks to the technical development of video recording, enabling to observe and analyse the fine grain of verbal and non-verbal dynamics (Grossen, Liengme Bessire, & Perret-Clermont, 1997;Howe, Tolmie, Duchak-Tanner, & Rattray, 2000;Marro-Clément, Trognon, & Perret-Clermont, 2000;Nicolet, 1995;Psaltis, 2005;Rijsman, 2001;.…”

Section: The Psychosocial Trianglementioning

confidence: 99%

Four social psychological lenses for developmental psychology

Zittoun

Perret-Clermont

2009

Eur J Psychol Educ

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How can the advances of social and developmental psychology be integrated? This conceptual paper proposes to examine four basic theoretical models of social situations through which learning and development have been observed in the post-piagetian tradition: the psychosocial triangle, the frame, models of transfer and transitions, and models integrating the notion of cultural instrument. We show different dynamics highlighted by series of studies using these models. We finally discuss the notions of development and of the person emerging through such social developmental approaches. The wide field of social developmental psychologyHow can social psychologists account for changes that people undergo through their interaction with others and their world? And how can developmental psychologists, interested in the genesis of new forms of understanding, take account of the social world in which people live?Over the past decades, important contributions have integrated social and developmental perspectives in psychology (among which Baltes & Staudinger, 1996; Carpendale & Müller, 2004;Durkin, 1995;Duveen, 1997;Mercer, 1995;Perret-Clermont, Carugati, & Oates, 2004;Resnick, Levine, & Teasley, 1991;Rogoff, 1998;Wegerif, Mercer, & Dawes, 1999) and retraced the historical and theoretical evolution of this integration (see Valsiner, 1998;Valsiner & Van der Veer, 2000). In this paper, as a contribution, we propose to identify four basic theoretical models of social situations through which development has been observed in post-piagetian studies. Our analysis is conceptual rather than historical. The four models we identify have been structuring series of studies, addressing specific questions. Today these models coexist; as they offer contrasting "lenses" on the socially shared reality, they are chosen by researchers to guide different empirical studies. Like lenses, these models enable to see different phenomena: a virus cannot be examined with the same lens than a conflict in the workplace, nor can individual memory be studied in the same way than collective remembering. None of these lenses is better than the other; only each enables a specific

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Section: The Psychosocial Trianglementioning

confidence: 99%

Four social psychological lenses for developmental psychology

Zittoun

Perret-Clermont

2009

Eur J Psychol Educ

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“…Estos incluyen la edad y la capacidad de los niños que emprenden el aprendizaje entre iguales (Dean, 1992), la gestión del ambiente en el aula (Doyle, 1986) y el tipo de tareas curriculares que se emprenden. Se informa que las ciencias en particular se prestan para realizar actividades que crean contextos efectivos para emprender el aprendizaje entre iguales (Howe, Tolmie, Duchak-Tanner y Rattray, 2000). El tamaño y el número de grupos dentro del aula influyen en la efectividad del aprendizaje entre iguales.…”

Section: El Aprendizaje En Ciclos Iterativosunclassified

“…¿Qué contenido curricular se quiere enseñar? Las ciencias se prestan fácilmente a la incorporación de iniciativas de aprendizaje entre iguales ya que, a menudo, implican trabajos de investigación (Howe, Tolmie, Duchak-Tanner y Rattray, 2000). a los maestros profesionales).…”

Section: Tipología Crítica Para El Aprendizaje Entre Iguales En Ciencunclassified

Aprendizaje entre iguales en Ciencias Naturales de Educación Primaria: Perspectivas teóricas y sus implicaciones para la práctica en el aula

Thurston¹,

Keere²,

Topping

et al. 2017

EJREP

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Este artículo examina los modelos cognitivos para el aprendizaje escolar entre iguales y sus implicaciones para la enseñanza de las ciencias naturales en las escuelas de Educación Primaria. El artículo es producto del proyecto Sócrates Comenius 2.1 ‘La Implementación del Pensamiento Científico en el Entorno de las Escuelas Primarias’ (STIPPS, por sus siglas en inglés) (www.stipps.info), financiado por la Comisión Europea. Se revisa la literatura y se examinan los modelos desarrollados para plasmar los modelos cognitivos de aprendizaje entre iguales de Piaget y Vygotsky. Se explora el papel que desempeñan la metacognición y el desarrollo afectivo en el proceso del aprendizaje entre iguales. Se revisan las investigaciones con respecto a la implementación del aprendizaje entre iguales en el contexto escolar y se hacen recomendaciones sobre la tipología crítica para la organización y estructura del aprendizaje entre iguales en ciencias naturales de la Educación Primaria. El artículo provee un enlace entre los modelos cognitivos del aprendizaje entre iguales en las ciencias naturales de la educación primaria y la implementación de estos modelos en el aula. Se examinan las implicaciones de la formación profesional permanente de los maestros con respecto al uso del aprendizaje entre iguales en las ciencias naturales y se hacen recomendaciones al respecto.

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“…Group collaboration and discussion is a dynamic, creative and interactive context for science learning, popular with teachers and children (Murphy& Beggs 2005;Howe et al 2007) and pupil-pupil interaction has been found to be a productive forum for achieving conceptual change in science (Howe et al 2000;Baines, Blatchford & Chowne 2007;Thurston et al 2010;Howe& Tolmie 2003). During pupil-pupil interaction, the control is handed to the children and they are seen to co-construct knowledge; here, responsibility is shifted towards pupils and group talk is therefore an important pedagogical tool.…”

Section: Constructing Understanding In Groupsmentioning

confidence: 99%

Emerging thoughts on an approach to engaging pupils in effective group talk in science

Hewitt

2012

Education 3-13

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Group talk opportunities in science can be a rich site for conceptual change. The role of the teacher is vital in scaffolding the exploratory talk which can lead children to talk their way to new understandings and clarify their ideas with peers. This study aims to uncover teacher strategies which lead to effective talk for developing scientific understanding. The findings of this small scale ethnographic case study suggest that the temporal organisation, the way in which the teacher organises the timing of group discussion activities, may have an impact upon the nature of the pupils' dialogue.

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Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge

Cited by 95 publications

References 11 publications

Four social psychological lenses for developmental psychology

Four social psychological lenses for developmental psychology

Aprendizaje entre iguales en Ciencias Naturales de Educación Primaria: Perspectivas teóricas y sus implicaciones para la práctica en el aula

Emerging thoughts on an approach to engaging pupils in effective group talk in science

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