Relational Identities In Peer Collaboration: Self-Perceptions, Assumed Roles and Individual Tendencies

Bu makalede 10. sınıfta okuyan iki öğrencinin mutlak değer lineer fonksiyonları hakkındaki diyalogları üzerinde durulmuştur. Bu iki öğrenciye öğrenme etkinlikleri üzerinde birlikte, ve işbirliği halinde, çalışmaları yönün-de bazı direktifler verilmiş ve böylece verilen etkinliği ortak bir çalışmanın neticesi olarak tamamlamaları ve yeni bir metot geliştirmeleri beklenmiştir. Ne var ki, bu öğrenciler öğrenme etkinliği üzerinde birlikte çalışırken, verilen direktifler amaçlanan işbirliğini gerçekleştirmekte yetersiz kalmış ve öğrencilerin çalışmaları yanlış bir metot geliştirmeleri ile neticelenmiştir. Ortaya çıkan diyalogların incelenmesi sonucunda, bu iki oğrenci için yeni roller ortaya çıktığı, öğrencilerin kendilerini algılayış biçimlerinin diyaloglarına yansıdığı görülmüş ve ayrica öğrencilerin matematiksel bilgiye ulaşma yönünde farklı bir eğilimleri olduğu gözlenmiştir. Bu gözlemler ilişkisel kimlikler çerçevesinde incelenmiştir.

İşbirlikli Öğrenme Ortamında İlişkisel Kimlikler: Kişisel Algılayışlar, Varsayılan Roller ve Bireysel Eğilimler

This paper reports on two 17-year-old students who were expected to work as a team on a task concerned with absolute value functions. The students were given a set of instructions which aimed to get them working collaboratively in order to construct a novel mathematical structure. However, they not only failed to collaborate but also failed to achieve the expected construction, and, in fact, they formed a misconstruction. It is observed that the students’ failure to collaborate led to the formation of the misconstruction. This failure was attributed to such factors as students’ assumed roles, self-perceptions and individual tendencies. Consideration of these factors focused on the issue of relational identities.

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