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Intersubjective learning : breakdown as a mechanism driving learning through social interaction
Author
Togonu-Bickersteth, Akinyemi Dehumo
Supervisor
Lee, Yew-Jin
Abstract
Science learning is normally said to proceed when groups of students can navigate problem spaces using some form of inquiry strategy with the aim of arriving at a consensus view that is then presented either in writing or verbally or both. What we do not really understand or is left undetermined is exactly what types of learning occur as students try to arrive at a consensus or what is now called Inter-subjectivity, and how these types of learning happen. From this perspective of learning science, the content and correlation of students‘ evolving understandings of science in talk can provide important insights into how students in groups learn science content from a moment-to-moment basis. We demonstrate this concept of inter-subjective learning from students‘ science talk in an elementary school in Singapore and show moments of breakdown. These are moments when members receive responses that they do not expect and do not appear to make sense in the context of the on-going interaction. Attempts to repair the breakdown lead to learning. By trying to identify within group talk, what possible new or improved abilities students were demonstrating as they sought to repair the breakdown, we were able to trace developments in talk that provided some insight into how learning was happening. The study shows that inter-subjective learning can occur through the perception of, and moves to repair, breakdown in talk. As members try to alter their actions in order to adapt to the new conditions and get more sensible responses, new capabilities are developed.
Date Issued
2010
Call Number
Q183.4.S55 Tog
Date Submitted
2010