Discourse Remixed: Shifting Science Learning Through Talk (Record no. 44789)
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| fixed length control field | 02293nam a22002537a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231107170833.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231106b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0022-0973 |
| 037 ## - SOURCE OF ACQUISITION | |
| Source of stock number/acquisition | RIEBPL Library |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.5 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Joshua Premo et al... |
| 245 ## - TITLE STATEMENT | |
| Title | Discourse Remixed: Shifting Science Learning Through Talk |
| Remainder of title | (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | USA |
| Name of publisher | :Taylor and Francis Group and Routledge |
| Year of publication | ,March 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 336-357 p. |
| 490 ## - SERIES STATEMENT | |
| Series statement | The Journal of Experimental Education, Volume 91,2023 number 2 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract-<br/><br/> Increasing student engagement with the social practices of science (i.e., communication, collaboration, and critique) is a goal throughout K-16 science education and provides an opportunity for science educators to leverage student discourse to optimize learning. Yet how instructors can encourage forms of discourse which predict increased achievement remain unclear. We examined how structured interdependence shifted student discourse and learning for student groups (n = 78) completing collaborative learning activities in undergraduate science classrooms. All discourse was recorded (3,628 student talk turns) and coded. Results showed that groups experiencing structured interdependence had higher rates of science accuracy, idea reiteration, and justification, as well as higher assessment performance. An additional examination of discourse found accuracy and justification of ideas to have greater presence in the highest performing groups overall. The “in common” nature of discourse shifts between both interdependency groups and those with the highest performance suggest that interdependent structuring may promote learning through shifting idea accuracy and justification during talk. These findings support that interdependency may be a pragmatic step for increasing undergraduate student engagement with social practices of science in laboratory settings.<br/><br/><br/><br/><br/><br/><br/><br/><br/><br/><br/><br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Cooperative learning |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | discourse |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | interdependency |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | student collaboration |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1993771?needAccess=true |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Full call number | Koha item type |
|---|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 07.11.2023 | 370.5 | Periodicals |