ERIC Number: ED392643
Record Type: RIE
Publication Date: 1995-Apr
Reference Count: N/A
Collaborative Reasoning on Self-Generated Analogies: Conceptual Growth in Understanding Scientific Phenomena.
This study investigated fourth graders' (N=18) self-generated analogies and the effects of their collaborative reasoning and arguing over these analogies on individual understanding of three scientific phenomena concerning air pressure. The data were subjected to both a qualitative and quantitative analysis. The first showed that the children, on the basis of their alternative representations of what air could do, produced and used their own analogies as self-explanations both to help them learn the new material and communicate their understanding to others. Moreover, the analysis of the collaborative reasoning and arguing developed in small group discussions revealed that through steps of critical opposition and co-construction, the learners negotiated and renegotiated meanings and ideas to share a new common knowledge. The quantitative analysis showed that socio-cognitive interaction in small groups was fruitful as the children significantly progressed on an individual plane in giving their own explanations of each phenomenon as well as in recognizing the similarities between the three phenomena. In addition the qualitative data showed evidence that the children were able to exhibit metacognitive awareness of their conceptual growth. Educational implications are discussed. Contains 63 references. (Author/JRH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Alternative Conceptions; Italy
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).