Please use this identifier to cite or link to this item:
Title: Conceptualization and Quantification of Thinking Sustainability in Dialogic Collaborative Problem Solving
Authors: Hu, Liru
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Hu, L. (2020). Conceptualization and Quantification of Thinking Sustainability in Dialogic Collaborative Problem Solving. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 333-340). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Dialogic collaborative problem solving describes how students solve a problem collaboratively, mainly or wholly through academically productive talk. Peer talk could manifest the trajectory of group thinking. Existing studies intensively explored potential talk moves that could facilitate effective collaboration. Yet, very few studies explored in-depth move-taking sequences that indicated sustained group thinking trajectory. To help address this gap, the present study conceptualized thinking sustainability to characterize the co-constructiveness of individuals’ thinking and quantified it as an index on the interdependence of productive talk moves taken by individuals. The study further demonstrated how thinking sustainability dynamically developed in collaborative mathematical problem solving by 30 four-person groups in primary schools. Results showed that each group engaged in productive talk for around 3.85 consecutive turns. There was no significant correlation between thinking sustainability and group outcomes. Thinking sustainability was sensitive to early exchanges in peer talk and reached a stable level quite soon. This demonstrated it as another possible fixed-point attractor underlying random-looking peer interaction systems.
Appears in Collections:ICLS 2020

Files in This Item:
File SizeFormat 
333-340.pdf525.87 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.