Abstract
In this paper we present a method for analysing students’ collaborative explanations for phenomena observed in mechanics experiments. Analyses in terms of the epistemology of the domain and the socio-cognitive processes which operate upon it are presented as a basis for analysing the influence of dialogue processes on explanation generation. The dialogue processes considered are those of maintaining a shared focus, and generating utterances in the context of high-level mutual interaction goals and complex propositional attitudes of speakers. We concentrate on analysing explanation generation in terms of two complex propositional attitudes - cooperation and conflict. Definitions of these attitudes enable us to identify a number of strategies which students use in ‘removing’ conflict, and to assess the extent to which cooperation and conflict situations facilitate changes in their beliefs. This analysis is intended to contribute to a computer program for providing automatic guidance which facilitates explanation generation in the framework of collaborative computer-based learning in physics.
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Baker, M.J. (1992). An Analysis of Cooperation and Conflict in Students’ Collaborative Explanations for Phenomena in Mechanics. In: Tiberghien, A., Mandl, H. (eds) Intelligent Learning Environments and Knowledge Acquisition in Physics. NATO ASI Series, vol 86. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-84784-4_12
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DOI: https://doi.org/10.1007/978-3-642-84784-4_12
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