Combining individual and group-level perspectives for studying collaborative knowledge construction in context

被引：113

作者：

Arvaja, Maarit

Salovaara, Hanna

Hakkinen, Paivi

Jarvela, Sanna

机构：

[1] Univ Jyvaskyla, Inst Educ Res, FI-40014 Jyvaskyla, Finland

[2] Univ Oulu, Oulu, Finland

来源：

LEARNING AND INSTRUCTION | 2007年 / 17卷 / 04期

基金：

芬兰科学院;

关键词：

collaborative knowledge construction; context; group; individual;

D O I：

10.1016/j.learninstruc.2007.04.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The aim of this article is to identify concepts and methods for studying collaboration in context. The article presents a two-level methodology designed to combine individual and group-level perspectives for the evaluation of collaborative knowledge construction in student groups. The group-level analysis is focused on the students' negotiation processes. A self-report questionnaire gives insight into students' short-term impressions, meaningful activities and personal meanings attached to different activities. Empirical examples of the analysis of a teacher student group illustrate the applicability of the methods used in investigating the mediating influence of context on collaborative activity. (C) 2007 Elsevier Ltd. All rights reserved.

引用

页码：448 / 459

页数：12