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Title: Conflicts and Collaboration: A Study of Upper Elementary Students Solving Computer Science Problems
Authors: Tsan, Jennifer
Vandenberg, Jessica
Fu, Xiaoting
Wilkinson, Jamieka
Boulden, Danielle
Boyer, Kristy Elizabeth
Lynch, Collin
Wiebe, Eric
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Tsan, J., Vandenberg, J., Fu, X., Wilkinson, J., Boulden, D., Boyer, K. E., Lynch, C., & Wiebe, E. (2019). Conflicts and Collaboration: A Study of Upper Elementary Students Solving Computer Science Problems. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 833-834). Lyon, France: International Society of the Learning Sciences.
Abstract: Collaborative learning holds great value for young learners. However, these learners often encounter conflicts that may arise based on the learning task itself or on external factors. Little is known about the nature and evolution of conflicts that occur when elementary learners work together. To investigate this phenomenon, we analyzed videos of six pairs of students completing a programming activity. We identified four stages of conflict: initiation, escalation, de-escalation, and conclusion. Our analysis showed that the conflicts typically began around disagreements about code, who should have control of the keyboard and mouse, and other interpersonal events. Also, we found that some pairs of students resolved their conflicts through self-explanation and listening while others did not take advantage of those constructive strategies. This research reveals some ways in which conflicts evolve between elementary learners, and how we may be able to support them in conflict resolution while solving problems.
Appears in Collections:CSCL 2019

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