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|Title:||Individualistic Appropriation as a Primary Mechanism of Collaborative Conceptual Change: A Case Study|
|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.|
|Appears in Collections:||CSCL 2013|
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