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Dialogic Learning pp 125–143Cite as

Studying Peer Interaction from Three Perspectives

The Example of Collaborative Concept Learning

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Abstract

In studies on peer interaction the analysis of the interaction is often done from only one perspective. In this paper a description is given of a multi-perspective analysis that includes a domain specific, an elaboration and a co-construction perspective. The focus is on aspects of peer interaction that are considered important for the learning of concepts and on the analytical techniques that are related to the distinct perspectives. The perspectives are illustrated with examples of student talk within the domain of physics. A framework is presented in which the three perspectives on important aspects of peer interaction are combined. It is suggested that this framework is especially useful for the evaluation and design of collaborative learning tasks that are meant to provoke and sustain a productive peer interaction

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Authors and Affiliations

  1. Utrecht University, Utrecht, Netherlands

    Carla Van Boxtel

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  1. Carla Van Boxtel
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Editors and Affiliations

  1. University of Utrecht, Utrecht, The Netherlands

    Jos van der Linden

  2. Griffith University, Queensland, Australia

    Peter Renshaw

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© 2004 Kluwer Academic Publishers

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Van Boxtel, C. (2004). Studying Peer Interaction from Three Perspectives. In: van der Linden, J., Renshaw, P. (eds) Dialogic Learning. Springer, Dordrecht. https://doi.org/10.1007/1-4020-1931-9_7

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  • DOI: https://doi.org/10.1007/1-4020-1931-9_7

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-1-4020-1930-2

  • Online ISBN: 978-1-4020-1931-9

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