Abstract
A structural/cross-sectional micro-analytic perspective prevails in the Socio-constructivist research of peer knowledge construction. This paper proposes an alternative micro-sequential approach that focuses on the transitions between events during the activity. From this micro-sequential perspective, the study aimed to (a) explore the socio-cognitive interaction of symmetrical dyads of sixth and seventh graders solving a table comprehension task; (b) compare this interaction between symmetrical dyads of basic and advanced levels of competence. Participants were 148 sixth and seventh graders (74 dyads) from public schools in Rosario and nearby areas (Argentina). The dyads were symmetrical because their integrants had similar specific levels of competence (comprehension of a frequencies table) but differed in basic and advanced compositions. The interaction was coded using a system of mutually exclusive and exhaustive categories. An analysis of transition probabilities was performed among all codes, to identify activated/inhibited and inter-subjective/intra-subjective sequences. Transitions between statements aimed at solving the task formed the core of interactivity, as they comprise the codes that play a greater role in the elaboration of the task (shared by both symmetrical conditions). However, only the basic symmetry dyads showed an activating effect of the social feedback units. Transitions between cognitive questions and statements were also registered. Opinion questions were the most activated (inter-subjective) compared to demonstration and evaluation questions. Although these transitions were inter-subjective, they also differed according to the condition of symmetry. The work allows drawing conclusions about the relevance of a micro-sequential approach to interaction, since these results could not have been constructed from a classical structural perspective.
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Abbreviations
- JS :
-
Justified statement
- NJS :
-
Non-justified statement
- SF :
-
Social feedback
- OQ :
-
Opinion question
- EQ :
-
Evaluation question
- DQ :
-
Demonstration question
- RI :
-
Verbal reading of the instructions and/or the response options of the item
- RT :
-
Exploratory verbal reading of the table
- NO :
-
Units oriented to the organization of the task and not linked to its resolution
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Acknowledgements
Jerónimo Arce, Nicolás Morguen, Romina Leguizamón and Macarena Rondini for their collaboration with collecting data. Students, mothers, fathers, tutors, teachers for their involvement and kindness with the research.
Funding
This research was supported by the National Council of Scientific and Technological Research (CONICET), Argentina.
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Castellaro Mariano Andrés.
Current themes of research:
Collaborative learning. Peer collaboration. External representation systems.
Most relevant publications in the field of Psychology of Education:
Castellaro, M. A., & Roselli, N. D. (2015). Peer collaboration in childhood according to age, socioeconomic context and task. European Journal of Psychology of Education, 30, 63–80. https://doi.org/10.1007/s10212-014-0228-3.
Roselli, N., Castellaro, M., & Peralta, N. (2022). La teoría del conflicto sociocognitivo del desarrollo: Una mirada retrospectiva a partir de investigaciones propias (The theory of socio-cognitive conflict of development: A retrospective approach from our own research). Revista Interdisciplinaria, 39(3), 275–291. https://doi.org/10.16888/interd.2022.39.3.16.
Sartori M., Castellaro, M., & Peralta, O. (2022). Niños y adultos armando un rompecabezas digital e interactivo en el hogar (Children and adults assembling a digital and interactive puzzle at home). Avances en Psicología Latinoamericana, 40(2), 1–20. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.10896.
Castellaro, M., & Peralta, N. (2020). Pensar el conocimiento escolar desde el socioconstructivismo: Interacción, construcción y contexto (Thinking the scholar knowledge from the Socio-constructivism: Interaction, construction and context). Perfiles educativos, 42(168), 140–156. https://doi.org/10.22201/iisue.24486167e.2020.168.59439.
Castellaro, M., Peralta, N., & Curcio, J. M. (2020). Estudio secuencial de la interacción sociocognitiva durante la resolución de problemas lógicos (Sequential study of the socio-cognitive interaction in logical problem solving). Revista CES Psicología, 13(1), 1–17. http://dx.doi.org/10.21615/cesp.13.1.1.
Peralta Nadia Soledad.
Current themes of research:
Socio-cognitive interaction. Socio-cognitive conflict. Argumentation in construction of knowledge situations. Especially in University students.
Most relevant publications in the field of Psychology of Education:
Roselli, N., Castellaro, M., & Peralta, N. (2022). La teoría del conflicto sociocognitivo del desarrollo: Una mirada retrospectiva a partir de investigaciones propias (The theory of socio-cognitive conflict of development: A retrospective approach from our own research). Revista Interdisciplinaria, 39(3), 275–291. https://doi.org/10.16888/interd.2022.39.3.16.
Peralta, N. y Roselli, N. (2021). Efectos de la regulación de la interacción diádica en tareas argumentativas (Effects of the regulation of the dyadic interaction in argumentative tasks). Revista de Psicología, 39(1), 207–227. https://doi.org/10.18800/psico.202101.009.
Peralta, N., Castellaro, M., & Santibáñez, C. (2020). El análisis de datos textuales como metodología para el abordaje de la argumentación: una investigación con estudiantes de pregrado en universidades chilenas (Analysing textual data as a methodology to approach argumentation: A research work among undergraduate students from Chilean universities). Íkala, Revista de Lenguaje y Cultura, 25(1), 209–227. https://doi.org/10.17533/udea.ikala.v25n01a02.
Castellaro, M., Peralta, N., & Curcio, J. M. (2020). Estudio secuencial de la interacción sociocognitiva durante la resolución de problemas lógicos (Sequential study of the socio-cognitive interaction in logical problem solving). Revista CES Psicología, 13(1), 1–17. http://dx.doi.org/10.21615/cesp.13.1.1.
Curcio Juan Manuel.
Current themes of research:
Socio-cognitive interaction. Socio-cognitive conflict. Argumentation. Collaborative learning.
Most relevant publications in the field of Psychology of Education:
Castellaro, M., Peralta, N., & Curcio, J. M. (2020). Estudio secuencial de la interacción sociocognitiva durante la resolución de problemas lógicos (Sequential study of the socio-cognitive interaction in logical problem solving). Revista CES Psicología, 13(1), 1–17. http://dx.doi.org/10.21615/cesp.13.1.1.
Curcio, J. M., Peralta, N., & Castellaro, M. (2022). Argumentación escrita en estudiantes universitarios ingresantes (Written argumentation in Psychology first year college students). Psicología, Conocimiento y Sociedad, 12(3), 4–17.
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Castellaro, M.A., Peralta, N.S. & Curcio, J.M. Competence symmetry in peer collaboration: A micro-sequential approach. Eur J Psychol Educ 39, 1371–1396 (2024). https://doi.org/10.1007/s10212-023-00746-w
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DOI: https://doi.org/10.1007/s10212-023-00746-w