Situational mechanisms of peer group interaction in collaborative meaning-making: Processes and conditions for learning

European Journal of Psychology of Education

Volumn 15, Issue 4, 2000, Pages 431-454

  Kumpulainen, Kristiina ^a   Kaartinen, Sinikka ^a  

^a UNIVERSITY OF OULU   (Finland)

Author keywords

Cognitive processes; Collaborative learning; Peer interaction; Social processes; Student initiated learning

Indexed keywords

EID: 0034345625     PISSN: 02562928     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03172986     Document Type: Article

References (28)

1. Barnes, D., & Todd, F. (1995). Communication and learning revisited, making meaning through talk. Portsmouth, NH: Boynton/Cook Publishers Heinemann.
2. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.
3. Bruner, J. (1990). Acts of meaning. Cambridge: Harvard University Press.
4. Cobb, P., & Bowers, J. (1999). Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28, 4-15.
5. Cohen, E. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1-35.
6. Cole, M. (1996). Culture in mind. Cambridge, MA: Harvard University Press.
7. Colins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing and mathematics. In L.B. Resnick (Ed.), Knowing, Learning and Instruction: Essays in Honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
8. Fourlas, G., & Wray, D. (1990). Children's oral language: A comparison of two classroom organisational systems. In D. Wray (Ed.), Emerging partnerships, Current research in language and literacy (pp. 76-86). Clevedon: Multilingual Matters Ltd.
9. Goldman, S.R. (1997). Learning from text: Reflections on the past and suggestions for the future. Discourse Processes, 23, 357-398.
10. Green, J., & Mayer, L. (1991). The embeddedness of reading in classrom life: Reading as a situated process. In C. Baker & A. Luke (Eds.), Toward a critical sociology of reading pedagogy (pp. 141-160). Amsterdam: Benjamins Publishing Company.
11. Green, J., & Wallat, C. (1981). Mapping instructional conversations - A sociolinguistic ethnography. In J. Green & C. Wallat (Eds.), Ethnography and language in educational settings (pp. 161-228). Norwood: Ablex Publishing Corporation.
12. Grossen, M. (1994). Theoretical and methodological consequences of a change in the unit of analysis for the study of peer interactions in a problem solving situation. European Journal of Psychology of Education, 11, 159-173.
13. Harré, R., & Gillett, G. (1994). The discursive mind. London: Sage Publications.
14. Kumpulainen, K. (1994). The nature of children's oral language interactions during collaborative writing experience at the computer. (Unpublished doctoral dissertation). Exeter: University of Exeter.
15. Kumpulainen, K. (1996). The nature of peer interaction in the social context created by the use of word processors. Learning and Instruction, 6, 243-261.
16. Kumpulainen, K., & Kaartinen, S. (1999, August). Thinking geometry - The interplay between everyday and spatial explanations in peer problem solving. A paper presented at the Annual Conference of the European Association for Research on Learning and Instruction (EARLI), Göteborg, Sweden.
17. Kumpulainen, K., & Mutanen, M. (1998). Collaborative practice of science construction in a computer-based. Computers and Education, 30, 75-85.
18. Kumpulainen, K., & Mutanen, M. (1999). The situated dynamics of peer group interaction: an introduction to an analytic framework. Learning and Instruction, 9, 449-473.
19. Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press.
20. Mercer, N. (1996). The quality of talk in children's collaborative activity in the classroom. Learning and Instruction, 6, 359-377.
21. Resnick, L.B., Levine, J.M., & Teasley, S.D. (Eds.). (1991). Perspectives on socially shared cognition. Washington: American Psychological Association.
22. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
23. Tuyay, S., Jennings, L., & Dixon, C. (1995). Classroom discourse and opportunities to learn: An ethnographic study of knowledge construction in a bilingual third grade classroom. In R. Durán (Ed.), Discourse processes (Literacy among latinos: focus on school contexts), 19, 75-110.
24. Vion, R. (1992). La communication verbale. Analyse des interactions. Paris: Hachette.
25. Vosniadou, S. (1996). Towards a revised cognitive psychology for new advances in learning and instruction. Learning and Instruction, 6, 95-109.
26. Vygotsky, L.S. (1962). Thought and language (E. Hanfmann & G. Vakar, Eds. and Trans.). Cambridge, MA: MIT Press.
27. Vygotsky, L.S. (1978). Mind in society: The development of higher mental processes (M. Cole, V. John-Steiner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
28. Wertsch, J. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.