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|Title:||Perspectives in Analysing Classroom Interaction data on Collaborative Computer-based Mathematical Projects|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Kynigos, C. (1999). Perspectives in Analysing Classroom Interaction data on Collaborative Computer-based Mathematical Projects. In Hoadley, C. M. & Roschelle, J. (Eds.), Proceedings of the Computer Support for Collaborative Learning (CSCL) 1999 Conference. Palo Alto, CA: International Society of the Learning Sciences.|
|Abstract:||In view of the potential of CSCL for educational innovation, this paper illuminates some aspects resisting the development of quality social interaction in pupil collaboration. A study is reported where pupils worked in small groups in computer-based classroom activity within the framework of a six year-old innovation program in a primary school. A combined ethnographic and discourse analytic model is used to describe group dynamics in four groups of pupils (aged 8-11) involved in tasks of exploratory learning. We analyzed the data taking three distinct perspectives, a personal or insiders perspective, an interactionist perspective and a social norms perspective. The former revealed the pupil to be a person who seemed to perceive the society within which he/she was called upon to act, as a forum in which to claim and defend his/her social role. The interactionist perspective brought forward the issue of role negotiation and its overbearing presence in social exchange in the form of groupthink, role confusion and vagueness. Finally, the group and classroom social norms, which seemed to have emerged as functional within these societies, had a judgmental character.|
|Appears in Collections:||CSCL 1999|
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