How does dialogical talk promote student learning during small group work? An exploratory study

This article reports on a study which analysed the dialogue among students working in small groups. The main aim of the analysis was to identify types of interaction through the analysis of student-student talk. The study also examined the association between types of interaction and correctness of...

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Detalhes bibliográficos
Autores: Díez Palomar, Francisco Javier, Chan, Man Ching Esther, Clarke, David, 1952-, Padrós, Maria
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Recursos:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/180191
Acesso em linha:https://hdl.handle.net/2445/180191
Access Level:acceso abierto
Palavra-chave:Estratègies d'aprenentatge
Treball de grup en educació
Interacció educativa
Comunicació en l'educació
Diàleg
Ensenyament
Learning strategies
Group work in education
Interaction analysis in education
Communication in education
Dialogue
Teaching
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repository_id_str
spelling How does dialogical talk promote student learning during small group work? An exploratory studyDíez Palomar, Francisco JavierChan, Man Ching EstherClarke, David, 1952-Padrós, MariaEstratègies d'aprenentatgeTreball de grup en educacióInteracció educativaComunicació en l'educacióDiàlegEnsenyamentLearning strategiesGroup work in educationInteraction analysis in educationCommunication in educationDialogueTeachingThis article reports on a study which analysed the dialogue among students working in small groups. The main aim of the analysis was to identify types of interaction through the analysis of student-student talk. The study also examined the association between types of interaction and correctness of the answers provided by the students to the task. Results suggest that 'dialogic interaction', as a type of action based on the use of validity claims (including conjectures, reasoning and proof) within the dialogue, is associated with correctness, since participants must justify their answers drawing on validity claims that are susceptible of being verifiable by all participants in the group. The findings provide evidence to advance our knowledge about what is it about dialogic interaction that promotes learning, opening up new avenues for teachers to improve their practice within the classroom.Elsevier2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/180191Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.1016/j.lcsi.2021.100540Learning, Culture and Social Interaction, 2021, vol. 30, num. A, p. 100540https://doi.org/10.1016/j.lcsi.2021.100540cc-by-nc-nd (c) Díez Palomar et al., 2021https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1801912026-05-27T06:46:51Z
dc.title.none.fl_str_mv How does dialogical talk promote student learning during small group work? An exploratory study
title How does dialogical talk promote student learning during small group work? An exploratory study
spellingShingle How does dialogical talk promote student learning during small group work? An exploratory study
Díez Palomar, Francisco Javier
Estratègies d'aprenentatge
Treball de grup en educació
Interacció educativa
Comunicació en l'educació
Diàleg
Ensenyament
Learning strategies
Group work in education
Interaction analysis in education
Communication in education
Dialogue
Teaching
title_short How does dialogical talk promote student learning during small group work? An exploratory study
title_full How does dialogical talk promote student learning during small group work? An exploratory study
title_fullStr How does dialogical talk promote student learning during small group work? An exploratory study
title_full_unstemmed How does dialogical talk promote student learning during small group work? An exploratory study
title_sort How does dialogical talk promote student learning during small group work? An exploratory study
dc.creator.none.fl_str_mv Díez Palomar, Francisco Javier
Chan, Man Ching Esther
Clarke, David, 1952-
Padrós, Maria
author Díez Palomar, Francisco Javier
author_facet Díez Palomar, Francisco Javier
Chan, Man Ching Esther
Clarke, David, 1952-
Padrós, Maria
author_role author
author2 Chan, Man Ching Esther
Clarke, David, 1952-
Padrós, Maria
author2_role author
author
author
dc.subject.none.fl_str_mv Estratègies d'aprenentatge
Treball de grup en educació
Interacció educativa
Comunicació en l'educació
Diàleg
Ensenyament
Learning strategies
Group work in education
Interaction analysis in education
Communication in education
Dialogue
Teaching
topic Estratègies d'aprenentatge
Treball de grup en educació
Interacció educativa
Comunicació en l'educació
Diàleg
Ensenyament
Learning strategies
Group work in education
Interaction analysis in education
Communication in education
Dialogue
Teaching
description This article reports on a study which analysed the dialogue among students working in small groups. The main aim of the analysis was to identify types of interaction through the analysis of student-student talk. The study also examined the association between types of interaction and correctness of the answers provided by the students to the task. Results suggest that 'dialogic interaction', as a type of action based on the use of validity claims (including conjectures, reasoning and proof) within the dialogue, is associated with correctness, since participants must justify their answers drawing on validity claims that are susceptible of being verifiable by all participants in the group. The findings provide evidence to advance our knowledge about what is it about dialogic interaction that promotes learning, opening up new avenues for teachers to improve their practice within the classroom.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/180191
url https://hdl.handle.net/2445/180191
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1016/j.lcsi.2021.100540
Learning, Culture and Social Interaction, 2021, vol. 30, num. A, p. 100540
https://doi.org/10.1016/j.lcsi.2021.100540
dc.rights.none.fl_str_mv cc-by-nc-nd (c) Díez Palomar et al., 2021
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by-nc-nd (c) Díez Palomar et al., 2021
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301629

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