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ERIC Number: ED421694
Record Type: Non-Journal
Publication Date: 1995-Dec
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Researching Student-Directed Discussion: Putting "Social Construction of Knowledge" to the Test.
Niles, Karen
A study examined students' reactions to the Student-Directed Discussion technique (an attempt to develop a class "text" from the students' joint construction of meaning) as used in a methods course on language development. The students (25 of 27 were present the day of the survey) responded anonymously concerning whether they thought the discussions were helpful. Results indicated that: (1) all students characterized the discussions as helpful to their learning; (2) students found the discussions helpful because it allowed them to see other perspectives; (3) sub-themes on why the discussions were helpful were clarification, motivation, and articulation of various beliefs; (4) many students chose the words "informative" or "interesting" to describe the discussions; (5) not only were the major concepts of the course brought up and discussed, but students saw concepts as more complex and problematic than previous classes; (6) students saw value in listening to others speak rather than in the opportunity to share their own thoughts; and (7) "more time" was the only problem noted by several students. (Contains nine references.) (RS)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A