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dc.contributor.authorStepanović-Ilić Ivana
dc.contributor.authorBaucal Aleksandar
dc.contributor.authorPešić Jelena
dc.date.accessioned2019-09-25T18:03:43Z
dc.date.available2019-09-25T18:03:43Z
dc.date.created2018-09-05 00:14
dc.date.issued2015-01-01
dc.identifieroai:doaj.org/article:26b47ac8c26446bfa8773a7cbb07dd77
dc.identifier0579-6431
dc.identifier1820-9270
dc.identifier10.2298/ZIPI1501023S
dc.identifierhttps://doaj.org/article/26b47ac8c26446bfa8773a7cbb07dd77
dc.identifier.urihttp://hdl.handle.net/20.500.12424/399707
dc.description.abstractThe 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]
dc.languageSR
dc.publisherInstitute for Educational Research, Belgrade
dc.relation.ispartofhttp://www.doiserbia.nb.rs/img/doi/0579-6431/2015/0579-64311501023S.pdf
dc.relation.ispartofhttps://doaj.org/toc/0579-6431
dc.relation.ispartofhttps://doaj.org/toc/1820-9270
dc.sourceZbornik: Institut za Pedagoška Istraživanja, Vol 47, Iss 1, Pp 23-40 (2015)
dc.subjectasymmetrical peer interaction
dc.subjectdimensions of dialogue
dc.subjectformal operations
dc.subjectEducation (General)
dc.subjectL7-991
dc.subjectEducation
dc.subjectL
dc.subjectTheory and practice of education
dc.subjectLB5-3640
dc.titleAsymmetrical peer interaction and formal operational development: Dialogue dimensions analysis
dc.typeArticle
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ge.identifier.legacyglobethics:15047542
ge.identifier.permalinkhttps://www.globethics.net/gel/15047542
ge.lastmodificationdate2018-09-05 00:14
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