Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1956
Title: Individualistic Appropriation as a Primary Mechanism of Collaborative Conceptual Change: A Case Study
Authors: Tscholl, Michael
Dowell, John
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Tscholl, M. & Dowell, J. (2013). Individualistic Appropriation as a Primary Mechanism of Collaborative Conceptual Change: A Case Study. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 502-509). Madison, WI: International Society of the Learning Sciences.
Abstract: Collaborative learning with cases and problems is characterized by the contribution of disparate knowledge and varying interpretations. The way in which this public knowledge is exploited individually to construct a conceptualization of the problem is examined here. The paper presents a microanalysis of a collaborative case-centered learning dialogue between three learners where a novel conceptualization is constructed re-using selected surface and structural elements contained in a prior conceptualization. How the novel conceptualization is constructed is shown by tracing surface and structural knowledge in the sequence of contributions and by identifying the point-of-view adopted by the learners. We argue that a mechanism of individualistic appropriation accounts for this construction, and this mechanism may be central in collaborative learning. This entails a revision of the notion of co- construction in collaborative learning.
URI: https://doi.dx.org/10.22318/cscl2013.1.502
https://repository.isls.org//handle/1/1956
Appears in Collections:CSCL 2013

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