The Structure of Discourse in Collaborative Learning

By Clark A. Chinn, Angela M. O'Donnell, Theresa S. Jinks. 2000

250 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/5f628ade2019feec6c176344d8a008676edd9eae

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In Developmental and Educational Psychology

Citations in the corpus

Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007, background): “…filling in argument diagrams to learn to distinguish between claims and reasons (Bell, 2002; Toth et al., 2002) or templates for domain-specific explanations (Duncan, 2006; Sandoval & Reiser, 2004); and (c) models of expert performance for students to emulate (Chinn et al., 2000; Loh et al., 2001).”
Collaborative reasoning: a dialogic approach to group discussions (2009, background): “Studies researching such connections (see Applebee, Langer, Nystrand, & Gamoran, 2003 ; Chinn, O'Donnell, & Jinks, 2000 ; Kuhn, Shaw, & Felton, 1997 ) provide important insights into the particular discourse features that mediate student cognitive development.”
Scaffolding through dialogic teaching in early school classrooms (2016, background): “According to Chinn et al. (2000), students participate and engage in high-quality classroom dialogue only if they are specifically asked to give reasons and justifications for their conclusions.”
‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups (2009, background): “Moreover, complex explanations (eg, giving reasons elaborated with further evidence) have been shown to be more strongly related with learning than less complex explanations (providing simple reasons: Chinn, O'Donnell, & Jinks, 2000 ).”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): “Research that investigated the relationship between dialogue and learning relied primarily on correlational techniques and often focused on measuring the mastery of disciplinary knowledge, and not argumentation itself (e.g., Applebee et al., 2003; Chinn et al., 2000; Veenman, Denessen, Akker, & Rijt”
Promoting reasoned argumentation, problem‐solving and learning during small‐group work (2009, background): “Likewise, Chinn, O’Donnell, and Jinks (2000) found that students do not engage in high-level discourse unless they are explicitly required to provide reasons for their conclusions.”
What the Discourse Tells Us: Talk and Indicators of High-Level Comprehension. (2008, unknown): “…shared knowledge) (Allington & Johnston, 2002; Applebee et al., 2003; Bloome, Carter, Christian, Otto, & Shuart-Faris, 2005; Edwards &Mercer, 1987; Taylor et al., 2003); students’ elaborated explanations (Chinn et al., 2000; Webb, 1980, 1991); and students’ exploratory talk (Mercer, 1995, 2000).”