Aprendizaje entre iguales y construcción de conceptos

Resumen

En esta investigación se analizan los patrones interactivos que surgen en el seno de los pequeños grupos de estudiantes, durante la resolución colaborativa de una serie de tareas destinadas al aprendizaje de conceptos científicos. El estudio se ha llevado a cabo con estudiantes de secundaria (15–16 años). Se ha adoptado una perspectiva teórica socioculturaly una metodología cualitativa. Dos de los tipos de interacción identificados, la colaboración y el intercambio de ideas discrepantes, se han mostrado muy potentes respecto al aprendizaje que promueven, aunque los conflictos deben resolverse mediante guía o colaboración. Este potencial se ha interpretado en términos de la intersubjetividadalcanzada en los pequeños grupos. El factor clave reside en la preocupación o compromiso social de los components para establecer una base común sobre la que construir el conocimiento científico. También se ha profundizado, gracias a la teoría de los estados de expectativa, en las diferencias entre grupos homogéneos y heterogéneos. Por último, se sugieren una serie de medidas para resolver los problemas de estatus y, en definitiva, de funcionamientoy aprendizaje que se observan en algunos de lospequeños grupos.

Abstract

The present research study analyses the interactive mechanisms that arise inside small groups of students during the collaborative resolution of a series of tasks dedicated to learning scientific concepts. The study has been carried out with secondary school students (15–16 years). A sociocultural perspective has been adopted. The data obtained from the audio recording of the groups' discussions have undergone an exhaustive qualitative analysis. Two of the interactions identified—collaboration and exchange of dissenting ideas—appear to be very powerful in promoting learning. However, guidance or collaboration should be used to solve conflicts. This learning potential has been interpreted in terms of the intersubjectivity that small groups achieve. The key factor is the concern or social commitment of group members to establish a common base on which to build scientific knowledge. In addition, through the theory of states of expectation, we have studied differences between homogeneous and heterogeneous groups. Finally, various measures are suggested to solve problems related with status, and indeed with functioning and learning that have been observed in some small groups.

Extended Summary

The aim of this paper is to study the types of interaction that take place within small groups of students; in particular, during the collaborative resolution of a series of tasks dedicated to learning scientific concepts. Our starting point has been Granott's (1993) theoretical outline. Although this approach was initially formulated from a sociocultural perspective, it has the advantage that it integrates the different conceptions proposed to explain the importance of social interaction in learning processes. With respect to the methodology employed, the discourse generated in the groups has undergone exhaustive qualitative analyses. For this purpose the well-known strategy of constant comparisons was carried out.

The sample was 48 secondary school students (15–16 years), subdivided into twelve small groups with four members in each. They had eight 55 min. sessions to solve fourteen tasks whose purpose was that the students achieve a qualitative approach to the energy concept. The groups' discussions were recorded in audiotape. Audio and video recordings of group discussions were undertaken. In the present paper, we have analysed the data gathered in two of the sessions, the first and the penultimate session, making up a total of 22 hours of recorded speech.

Briefly, regarding the results, we have identified the following four interactive processes, listed in decreasing order of appearance: 1)Exchange of dissenting ideas, 2)collaboration (mutual and asymmetric), 3)parallel activity, and 4)disruption. The first two are appear to be very powerful in promoting learning in these social situations. In addition, to solve conflicts, the students employ one or more of the following six procedures, listed according to their decreasing frequency: Guidance, collaboration, assumption, alliances, recurring to the teacher, and imposition.

Analyses of differences in the interactive patterns of high, average and low performing groups, highlights that high performing groups have primarily two ways of interacting: collaboration, and exchange of dissenting ideas solved through guidance or collaboration. In addition these two mechanisms facilitate both group learning and individual appropriation of shared knowledge. However, in heterogeneous groups, conflict does not guarantee an individual performance similar to that obtained in small groups.

It has also been observed that in order to establish fruitful zones of proximal development that promote the reciprocal exchange of information, it is necessary that group members maintain appropriate social relations within the group. Another observation of interest, that takes place particularly in heterogeneous groups, is the emergence of role conflict between the group's social leadership and the intellectual leadership. These conflicts can put in danger the work of the group, either because they hinder consent or because they drive its members along the wrong path.

Our first interpretation of the learning potential of collaboration and conflict is based on the notion of intersubjectivity. Successful groups are those whose members display the capacity to establish that common ground described by Edwards and Mercer (1988), in order to involve themselves in the mutual recognition of the ideas of the others. Therefore, over and above our initial interest to identify and characterize the different types of interactions, our study addresses the issue of the need to analyse the speech generated in cooperative situations from a different approach. The focus must be on studying the possible existence of real concern between group members, of social commitment aimed at consolidating the foundations on which to build shared knowledge.

The discussion of the moderating effect of the influence of composition on learning has led us to the theory of states of expectation (Cohen and Lotan, 1997). The role conflicts mentioned above have been related to differences in status that arise inside small groups. In this process, two characteristics that have great importance: academic performance and popularity, which in secondary education usually fall on different students. Although this could be interpreted as a balance in group status, giving equal participation opportunities to all its members, it is also possible that the most popular student holds the position of most influence, so that, if his/her proposal is wrong the road chosen by the group is inappropriate.

To solve these problems, two sets of measures have been proposed. On the one hand, we advise to continue the specific training of the following social skills: Delimit the coordinator's role; managing feuds and their interrelation with cognitive conflicts; avoiding misunderstandings (practice in requesting and giving help); and self-evaluation. On the other hand, we suggest the need to design activities or tasks that require multiple abilities to be put to practice in order to complete them in the given time, so that all members may contribute to the group's work.

Palabras clave:

• Aprendizaje entre iguales
• cambio conceptual
• pequeños grupos colaborativos
• tipos de interacción
• intersubjetividad
• teoría de los estados de expectative

Keywords:

• Peer learning
• conceptual change
• small collaborative groups
• interactive processes
• intersubjectivity
• theory of states of expectation