Individualistic Appropriation as a Primary Mechanism of Collaborative Conceptual Change: A Case Study.
Year: 2013
Type: article
Abstract: Collaborative learning with cases and problems is characterized by the contribution of disparate knowledge and varying interpretations. The way in which this public knowledge is exploited individually to construct a conceptualization of the problem is examined here. The paper presents a microanalysis of a collaborative case-centered learning dialogue between three learners where a novel conceptualization is constructed re-using selected surface and structural elements contained in a prior conceptualization. How the novel conceptualization is constructed is shown by tracing surface and structural knowledge in the sequence of contributions and by identifying the point-of-view adopted by the learners. We argue that a mechanism of individualistic appropriation accounts for this construction, and this mechanism may be central in collaborative learning. This entails a revision of the notion of co-construction in collaborative learning. © ISLS.
Authors: Michael Tscholl, J.D. Dowell
Institution: University College London
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W8738063