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Asymmetrical peer interaction and formal operational development: Dialogue dimensions analysis

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Author(s)
Stepanović-Ilić Ivana
Baucal Aleksandar
Pešić Jelena
Keywords
asymmetrical peer interaction
dimensions of dialogue
formal operations
Education (General)
L7-991
Education
L
Theory and practice of education
LB5-3640

Metadatos
Mostrar el registro completo del ítem
URI
http://hdl.handle.net/20.500.12424/399707
Online Access
https://doaj.org/article/26b47ac8c26446bfa8773a7cbb07dd77
Abstract
The main goal of the study is to define dialogue dimensions in order to describe the interaction within peer dyads and potentially connect them with formal operations development in the less competent participants. Its significance is related to rare investigations of this subject in the context of formal operations development and to practical implications regarding peer involvement in education process. The sample included 316 students aged 12 and 14. The research had an experimental design: pre-test, intervention and post-test. In the pre-test and the post-test phases students solved the formal operations test BLOT. According to the pre-test results, 47 dyads were formed where less and more competent students jointly solved tasks from BLOT. Their dialogues were coded by 14 dimensions operationalized for this purpose. Correlations between the dialogue dimensions indicate clearly distinguished positive and negative interaction patterns. There are no connections between dialogue dimensions and progress of less competent adolescents on BLOT in the entire sample, but several are found in the subsamples. Arguments exchange seems to be the most encouraging dialogue feature regarding formal operations development, particularly in older students. This confirms relevant research data and the expectations about peers’ constructive role in fostering cognitive development. [Projekat Ministarstva nauke Republike Srbije, br. 179018: Identification, measurement and development of cognitive and emotional competences important for a society oriented towards European integrations]
Date
2015-01-01
Type
Article
Identifier
oai:doaj.org/article:26b47ac8c26446bfa8773a7cbb07dd77
0579-6431
1820-9270
10.2298/ZIPI1501023S
https://doaj.org/article/26b47ac8c26446bfa8773a7cbb07dd77
Colecciones
Ethics in Higher Education

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