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 dimens...ions 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.
Keywords:
formal operations / dimensions of dialogue / asymmetrical peer interaction
Source:
Zbornik Instituta za pedagoška istraživanja, 2015, 47, 1, 23-40
TY - JOUR
AU - Stepanović Ilić, Ivana
AU - Baucal, Aleksandar
AU - Pešić, Jelena
PY - 2015
UR - http://reff.f.bg.ac.rs/handle/123456789/1983
AB - 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.
PB - Institut za pedagoška istraživanja, Beograd
T2 - Zbornik Instituta za pedagoška istraživanja
T1 - Asymmetrical peer interaction and formal operational development: dialogue dimensions analysis
EP - 40
IS - 1
SP - 23
VL - 47
DO - 10.2298/ZIPI1501023S
ER -
@article{
author = "Stepanović Ilić, Ivana and Baucal, Aleksandar and Pešić, Jelena",
year = "2015",
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.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Asymmetrical peer interaction and formal operational development: dialogue dimensions analysis",
pages = "40-23",
number = "1",
volume = "47",
doi = "10.2298/ZIPI1501023S"
}
Stepanović Ilić, I., Baucal, A.,& Pešić, J.. (2015). Asymmetrical peer interaction and formal operational development: dialogue dimensions analysis. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 47(1), 23-40.
https://doi.org/10.2298/ZIPI1501023S
Stepanović Ilić I, Baucal A, Pešić J. Asymmetrical peer interaction and formal operational development: dialogue dimensions analysis. in Zbornik Instituta za pedagoška istraživanja. 2015;47(1):23-40.
doi:10.2298/ZIPI1501023S .
Stepanović Ilić, Ivana, Baucal, Aleksandar, Pešić, Jelena, "Asymmetrical peer interaction and formal operational development: dialogue dimensions analysis" in Zbornik Instituta za pedagoška istraživanja, 47, no. 1 (2015):23-40,
https://doi.org/10.2298/ZIPI1501023S . .
