Abstract
The analyses reported in this chapter analyzed the development of group understanding along the dimensions of domain understanding and intersubjectivity based on the artifacts that a student group constructed during learning. In terms of the domain knowledge development, the analyses identified a progression of four circuit understandings, showing that the group’s understanding of electrical circuits became more sophisticated over time as the group considered additional ways to light the bulb(s). The four group understandings also differed in terms of the extent to which they were interactively constructed, so some were constructed mainly by pooling individual ideas while others were more or less co-constructed in the process of collaborative artifact construction.
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Acknowledgement
This work was presented in a workshop that was partially financed by the European STELLAR Network of Excellence (PF7). The analysis and writing of this chapter were supported by the grant from the National Research Foundation of Korea (NRF) (Grant No. 2009-0068919). Any opinions, findings, and conclusions or recommendations expressed in this chapter are those of the author and do not necessarily reflect the views of the funding agency.
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Jeong, H. (2013). Development of Group Understanding via the Construction of Physical and Technological Artifacts. In: Suthers, D., Lund, K., Rosé, C., Teplovs, C., Law, N. (eds) Productive Multivocality in the Analysis of Group Interactions. Computer-Supported Collaborative Learning Series, vol 15. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-8960-3_18
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DOI: https://doi.org/10.1007/978-1-4614-8960-3_18
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