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Supporting pupils' knowledge sharing process by using a script in a collaborative context in primary education.

Boon, M. (2016) Supporting pupils' knowledge sharing process by using a script in a collaborative context in primary education.

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Abstract:The aim of the present study is to examine how a type of instructional support that is called a script influences the knowledge sharing process in grade 4, 5, and 6 of primary education in a collaborative context. In collaborative learning it is important that pupils are able to share knowledge and are able to understand the shared contribution of their learning partner in order to improve pupils’ learning outcomes. Pupils in primary education do not always have a clear understanding of how to share knowledge effectively with their peers in a collaborative setting. In order to facilitate the knowledge sharing process, the script provided a sequence of instructions, for example asking questions. In this study, pupils collaborated according to the STIP module within the context of a series of lessons on meteorology. This Jigsaw method stimulates pupils to share information of the topic of their own expertise. The pupils were divided in groups with regard to their ability level in an experimental condition (n=67) provided with a script and control condition (n=56) that received no script. The design of the study is based on the convergent parallel mixed-methods design. In order to answer the research questions, the collection of the data (quantitative and qualitative) happened at the same time. A key finding of the present study, which was revealed by through qualitative analyses of the dialogues, is that pupils in all grade levels and ability levels in the scripted condition, made attempts to internalise or adopt the script in order to share domain-specific knowledge in a collaborative learning context. However, the script did not have an effect on pupils’ learning outcomes. Quantitative analyses illustrated that the questioning in the script increased the amount and specific type of questioning in pupils’ dialogue that leads to more domain-specific knowledge compared to the control group. Furthermore, qualitative analyses of the dialogues have shown that the script based on questioning influenced the externalisation (i.e., exchange of ideas) and elicitation process (i.e., asking questions to provoke additional information from collaboration partners) of the knowledge sharing process.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:05 communication studies, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/71023
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