Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7333
Title: Identifying Productive Conflict During Upper Elementary Students' Collaborative Programming
Authors: Zakaria, Zarifa
Tsan, Jennifer
Vandenberg, Jessica
Lynch, Collin F.
Boyer, Kristy Elizabeth
Wiebe, Eric N.
Keywords: CSCL
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Zakaria, Z., Tsan, J., Vandenberg, J., Lynch, C. F., Boyer, K. E., & Wiebe, E. N. (2021). Identifying Productive Conflict During Upper Elementary Students' Collaborative Programming. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 261-262). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Although pair programming has been found to be an effective tool for classroom instruction, conflict is a common occurrence during such collaborative environments. It is important to distinguish between conflicts that may engender an unfavorable learning environment from one that can be productive. In this poster, we report a study exploring 78 conflict episodes that occurred during pair programming by 9-11 years old students. Findings showed Exploratory talk being the most productive talk, occurring at a significantly higher level during conflict than pre- or post-conflict. Conversation leading up to conflict shows significantly higher levels of suggestions.
URI: https://doi.dx.org/10.22318/cscl2021.261
https://repository.isls.org//handle/1/7333
Appears in Collections:ISLS Annual Meeting 2021

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