The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Learning by Collaborating: Convergent Conceptual Change
Abstract
The goal of this article is to construct an integrated approach to collaboration and conceptual change. To this end, a case of conceptual change is analyzed from the point of view of conversational interaction. It is proposed that the crux of collaboration is the problem of convergence: How can two (or more) people construct shared meanings for conversations, concepts, and experiences? Collaboration is analyzed as a process that gradually can lead to convergence of meaning. The epistemological basis of the framework of analysis is a relational, situated view of meaning: Meanings are taken to be relations among situations and verbal or gestural actions. The central claim is that a process described by four primary features can account for students' incremental achievement of convergent conceptual change. The process is characterized by (a) the production of a deep-featured situation, in relation to (b) the interplay of physical metaphors, through the constructive use of (c) interactive cycles of conversational turn-taking, constrained by (d) the application of progressively higher standards of evidence for convergence.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645
A simplest systematics for the organization of turn-taking for conversation
Sacks, H., Schegloff, E. A., & Jefferson, G. (1974) · Language · doi:10.2307/412243 · Cited by 11,350
Cited by
SOCIAL CONSTRUCTIVIST PERSPECTIVES ON TEACHING AND LEARNING
Palincsar, A. S. (1998) · Annual Review of Psychology · doi:10.1146/annurev.psych.49.1.345 · Cited by 1,565
Barron, B. (2003) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1203_1 · Cited by 1,446
Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work
Reiser, B. J. (2004) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1303_2 · Cited by 1,054
Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001) · Cognitive Science · doi:10.1207/s15516709cog2504_1 · Cited by 855
Van den Bossche, P., Gijselaers, W. H., Segers, M., & Kirschner, P. A. (2006) · Small Group Research · doi:10.1177/1046496406292938 · Cited by 792
A Framework for Teachable Collaborative Problem Solving Skills
Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015) · Assessment and Teaching of 21st Century Skills · doi:10.1007/978-94-017-9395-7_2 · Cited by 507
The Emergence of Abstract Representations in Dyad Problem Solving
Schwartz, D. L. (1995) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0403_3 · Cited by 410
Advancing the Science of Collaborative Problem Solving
Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W. (2018) · Psychological Science in the Public Interest · doi:10.1177/1529100618808244 · Cited by 390
Patterns of Discourse in Two Kinds of Literature Discussion
Chinn, C. A., Anderson, R. C., & Waggoner, M. A. (2001) · Reading Research Quarterly · doi:10.1598/rrq.36.4.3 · Cited by 355
Tien, L. T., Roth, V., & Kampmeier, J. A. (2002) · Journal of Research in Science Teaching · doi:10.1002/tea.10038 · Cited by 321
Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning
Rau, M. A. (2017) · Educational Psychology Review · doi:10.1007/s10648-016-9365-3 · Cited by 281
Webb, N. M., Franke, M. L., Ing, M., Wong, J., Fernandez, C. H., Shin, N., & Turrou, A. C. (2014) · International Journal of Educational Research · doi:10.1016/j.ijer.2013.02.001 · Cited by 236
Järvelä, S., Järvenoja, H., Malmberg, J., Isohätälä, J., & Sobocinski, M. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2016.01.005 · Cited by 220
The Evolution of Research on Digital Education
Dillenbourg, P. (2016) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-016-0106-z · Cited by 136
Using Concept Maps to Facilitate Collaborative Simulation-Based Inquiry Learning
Gijlers, H., & de Jong, T. (2013) · Journal of the Learning Sciences · doi:10.1080/10508406.2012.748664 · Cited by 79
When teacher-centered instructors are assigned to student-centered classrooms
Lasry, N., Charles, E., & Whittaker, C. (2014) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.10.010116 · Cited by 56
Kaendler, C., Wiedmann, M., Leuders, T., Rummel, N., & Spada, H. (2016) · Psychology Learning & Teaching · doi:10.1177/1475725716638010 · Cited by 43
Dangol, A., Newman, M., Wolfe, R., Lee, J. H., Kientz, J. A., Yip, J., & Pitt, C. (2024) · Designing Interactive Systems Conference · doi:10.1145/3643834.3661515 · Cited by 42
Kimmerle, J., Moskaliuk, J., Brendle, D., & Cress, U. (2017) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-017-9258-6 · Cited by 12
Text-to-Image AI as a Catalyst for Semantic Convergence in Creative Collaborations
Lin, P.-Y., Andersen, K., Schmidt, R., Schoenmakers, S., Hofmeyer, H., Pauwels, P., & Ijsselsteijn, W. (2024) · Designing Interactive Systems Conference · doi:10.1145/3643834.3661543 · Cited by 9
“Through this process, ideas are generated, which creates an ‘ideas cloud’ (yellow: ideas cloud). been proven that synchronising the conceptual and semantic understanding among collaborators [51] is crucial for a productive design process.”
BackgroundNet.Create: Network Visualization to Support Collaborative Historical Knowledge Building
Craig, K., Danish, J., Humburg, M., Hmelo-Silver, C., Szostalo, M., & McCranie, A. (2021) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-021-09343-9 · Cited by 9
Metadata
- Authors
- Roschelle, J.
- Venue
- Journal of the Learning Sciences
- Publisher
- Informa UK Limited
- Published
- 1992-07
- Volume
- 2
- Issue
- 3
- Pages
- 235-276
- ISSN
- 1050-8406 (ISSN-L)
- 1532-7809
- OpenAlex
- W2009915208
- Cited by
- 1,015
- References
- 2
- FWCI
- 60.17
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
