Teacher-guided whole-class discussions show more contextualization, explanatory questions, and abstract concepts than student dyad discussions¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Comparing student dyads with whole-class discussions mediated by pictures and task instructions, teacher-guided class discussions exhibited more contextualization, more explanatory questions, and more use of abstract historical concepts than discussions in student pairs. → Jannet van Drie & Carla van Boxtel 2008

Evidence¶

Jannet van Drie & Carla van Boxtel 2008¶

Jannet van Drie & Carla van Boxtel. (2008). Historical Reasoning: Towards a Framework for Analyzing Students' Reasoning about the Past. Educ Psychol Rev. https://doi.org/10.1007/s10648-007-9056-1

q2 · i? · review · r2

The review reports the authors' study (Van Boxtel and Van Drie 2003) comparing dyad and whole-class discussions of the same task. The comparison names both sides and shows the teacher-guided condition higher on all three measures; no effect size is printed.

"Our analysis showed teacher-guided class discussions to exhibit more contextualization, more explanatory questions, as well as more use of abstract historical concepts as compared to discussions in student pairs."

Discussion¶

Related Claims¶

• Evaluative questions elicit more historical reasoning than explanatory questions — related
• Students collaborating on a semiempty concept map engage more in causal explanation and argumentation, while summary-writing dyads engage more in contextualization — related
• Summary-writing dyads produce more utterances overall, but most reflect mechanical dictation and copying rather than historical reasoning — related
• Semiempty concept mapping dyads use substantive historical and metahistorical concepts more often than summary-writing dyads — related
• Concept-mapping dyads produce significantly more re-elaborations (corrections and precisions) of partners' ideas, an indicator of collaborative historical reasoning — related
• Dyads collaborating via flexible written paper media exhibit invariant communicative practices across media, participants and topics — related
• Interaction during semiempty concept mapping shows higher transactivity: less elicitation and more externalization and integration than summary writing — related