%0 Book Section %1 607 %A Teasley, S. D. %A Roschelle, J. M. %B Computers as cognitive tools %D 1993 %E Lajoie, S. P. %E Derry, S. J. %I Lawrence Erlbaum Associates %K collaborative-learning computer-modeling, discourse-analysis, file-import-09-02-13, high-school, intersubjectivity, physics, science-education %P 229-258+ %T Constructing a joint problem space: The computer as a tool for sharing knowledge

@incollection{607, added-at = {2009-02-24T19:22:48.000+0100}, author = {Teasley, S. D. and Roschelle, J. M.}, biburl = {https://www.bibsonomy.org/bibtex/2645fcd3ab7074c88b43169927d8ba920/clachapelle}, booktitle = {Computers as cognitive tools}, citeulike-article-id = {4046604}, comment = {paper in Cathy's drawer ---=note-separator=--- Learning as collaborative: “coordinated, synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem.” Their “framework for analyzing collaboration” includes the assumption that collaborators are working for shared meaning and so are busy maintaining common ground -- building a Joint Problem Space (JPS) -- “a shared knowledge structure... integrating goals, descriptions of the current problem state, awareness of available problem-solving actions, and associations that relate all of these. JPS is a pragmatic structure. “Students can use the structure of conversation to continually build, monitor, and repair a JPS”. Draws on converstaion analysis. Conversational turns build on each other, sometimes as “socially distributed productions” -- basically a contentful learningful collaborative completion. Students use repairs to reduce conflict, and narrations to keep each other appraised of the thought accompanying their actions. They can split roles, one acting and the other verbalizing -- making it easy to note differences in conceptions and intentions. Gives an example analysis of two 15-yr-old boys figuring out the Envisioning Machine. 2 main points: “communication, activity, and representation are mutually constitutive” -computer modeling environments are most effective when they mediate students construction of understanding, rather than trying to maintain fidelity to scientific models. [CPL]}, editor = {Lajoie, S. P. and Derry, S. J.}, interhash = {b4d1ee6f81f6ac031d8010926c8ff93b}, intrahash = {645fcd3ab7074c88b43169927d8ba920}, keywords = {collaborative-learning computer-modeling, discourse-analysis, file-import-09-02-13, high-school, intersubjectivity, physics, science-education}, location = {Hillsdale, NJ}, pages = {229-258+}, posted-at = {2009-02-13 21:46:31}, priority = {0}, publisher = {Lawrence Erlbaum Associates}, timestamp = {2009-02-24T19:49:32.000+0100}, title = {Constructing a joint problem space: The computer as a tool for sharing knowledge}, year = 1993 }