Scaffolding the development of effective collaboration and learning

By Sylvia Rojas-Drummond, Neil Mercer. 2003

376 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/37840dffaf6a5485ac779dc516eabd49c3b502a5

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teacher interventions in small group work in secondary mathematics and science lessons (2016, background): “…arguing that to maintain high-quality discussions in groups, teachers need to focus on promoting the development of understanding rather than just the identi ﬁ cation of correct answers (Henningsen and Stein 1997; Kyriacou and Issitt 2008; Myhill 2006; Rojas-Drummond and Mercer 2003).”
Collaboration, creativity and the co-construction of oral and written texts (2008, background): “Their results show that this enhancement had a very positive effect on children’s group and individual problem solving, as well as in performance in academic areas such as Mathematics and Social and Natural Sciences (see also Rojas-Drummond & Mercer, 2003).”
Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “Nevertheless, students engage more effectively in classroom discourse when they are explicitly taught how to engage critically and constructively with each other's ideas, challenge and counterchallenge proposals, and discuss alternative propositions before reaching agreement are important if student”
Talk and the Development of Reasoning and Understanding (2008, background): “(p. 342) Research that I carried out with Sylvia Rojas-Drummond and colleagues in Mexico is also relevant [Rojas-Drummond & Mercer, 2004].”
The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools (2012, background): “‘intramental activity’), as learners can externalise their thoughts and reconstruct their own ways of thinking (Rojas-Drummond and Mercer 2003 ; Swain and Lapkin 2000 ).”
The study of talk between teachers and students, from the 1970s until the 2010s (2014, background): “Rojas-Drummond and Mercer (2004), comparing groups of Mexican teachers whose students achieved good learning outcomes in mathematics and literacy with those who did not, found that the former used question-and-answer sequences not just to test knowledge, but also to guide the development of…”
Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory (2012, background): “Rojas-Drummond and Mercer (2004), comparing groups of Mexican teachers whose students achieved good learning outcomes in mathematics and literacy with groups who were less successful, found that the former used questionand-answer sequences not just to test knowledge, but also to guide the…”
Mapping Children’s Discussions of Evidence in Science to Assess Collaboration and Argumentation (2006, background): “Where collaborative activities are attempted, several observational studies have found that most talk in these activities was off task, uncooperative, and not constructive to learning (Bennett & Cass, 1989 ; Galton et al, 1980 ; Rojas‐Drummond & Mercer, 2003 ).”
‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups (2009, neutral): “…ideas, and negotiating alternative ideas (exploratory talk, Mercer, 1996; Mercer, Dawes, Wegerif, & Sams, 2004; Mercer, Wegerif, & Dawes, 1999; Rojas-Drummond & Mercer, 2003; RojasDrummond, Pérez, Vélez, Gómez , & Mendoza, 2003; Wegerif , Linares, RojasDrummond, Mercer, & Vélez, 2005),…”
Promoting reasoned argumentation, problem‐solving and learning during small‐group work (2009, background): “Teaching students to engage critically and constructively with each other’s ideas, challenge perspectives, and discuss alternative propositions before reaching agreement are important if students are to talk and reason effectively together (Rojas-Drummond & Mercer, 2003).”
Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: evidence from an observational study (2010, background): “This is very much in line with the work which has established the benefits for learning of ‘dialogic teaching’ (Alexander, 2004) and ‘exploratory talk’ ( Rojas-Drummond & Mercer, 2004 ) with older age groups.”
The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn (2013, background): “These results have been replicated in Mexican schools (Rojas-Drummond & Mercer, 2004).”