Aspects of knowledge development through interaction in small groups.

Anne Gooding and Kaye Stacey

Abstract

This study was designed to establish characteristics of discussion which provokes learning through cognitive conflict. Seven groups of children were video-taped during a group discussion which reduced misconceptions related to division. Transcripts were coded for mathematical and interactive aspects of the discourse. Several case studies, illustrating the range of ways in which children did and did not learn through the task are given. It is proposed that teachers who are alerted to the characteristics of effective discussion may be able to make it a better learning tool.