Schwarz, B., Perret-Clermont, A.N., Trognon, A., Marro, P. (2008). Emergent
learning in successive activities. Learning in interaction in a laboratory
context. Pragmatics and Cognition, 16:1, 57-87.
The present study focuses on the observation of
learning processes as they emerge in the context of conversations among two
students in three successive tasks designed to foster conceptual change in
proportional reasoning. The three tasks were set according to a pre-test
treatment post-test paradigm. In the pre-test and the post-test, the two
students solved individually severa items in the presence of an experimenter. In
the treatment task, the two students worked as a dyad to solve similar items;
they used a balance to check their conclusions and subsequently continued
solving the items when the weighing did not match their expectations. We adopt a
micro-genetic approach and develop new analytical tools to observe what happened
in the conversation (both socially and cognitively). Throughout the three
successive tasks, we observed the interplay between tools, peers, experimenter,
and task demandes and how they are managed through the rules of conversation. We
identified four processes that involved the emergence of new high-order
strategies from coordinated actions distributed among peers, the guidance of the
experimenter in coordinating actions, and ways the participation in solving a
previous task was actualized in a successive one.
KeywordsLearning in interaction, interlocutory analysis, conceptual
development, emergent learning, collaborative learning, proportional reasoning
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