Investigating how secondary school students learn to solve correlational problems: quantitative and qualitative discourse approaches to the development of self-regulation |
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| Institution: | 1. P.O. Box 205, 74100 Rethimno, Crete, Greece;2. Department of Instructional Technology, Faculty of Educational Science and Technology, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands;3. Department of Curriculum Technology, Faculty of Educational Science and Technology, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands;1. Department of Biochemistry, Faculty of Life Sciences, Aligarh Muslim University, Aligarh, 202002, India;2. Department of Biochemistry, Faculty of Dentistry, Jamia Millia Islamia, New Delhi, 110025, India;1. University of the Aegean, Department of Product and Systems Design Engineering, Konstantinoupoleos 2, Hermoupolis, Syros, Cyclades GR-84100, Greece;2. Kavala Institute of Technology, Department of Industrial Informatics, Ag. Loukas, Kavala GR-65404, Greece;1. Freie Universität Berlin, Institute for Parasitology and Tropical Veterinary Medicine, Robert von Ostertag-Strasse 7-13, D-14163 Berlin, Germany;2. International Veterinary Student’s Association (IVSA) Germany, c/o bvvd, Veterinärstrasse 13, D-80539 Munich, Germany |
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| Abstract: | In this study we examined the transition from other to self-regulation by drawing on Vygotsky's general genetic law of cultural development and on Bakhtin's notion of genre appropriation. We attempted to replicate previous sociocultural research findings on the development of self-regulation with older students and a formal academic multiple-variant task. We aimed at extending this body of research by employing both qualitative and quantitative discourse analytic approaches. Ten secondary school students were individually tutored by their geography teacher in how to solve correlational problems. Every student worked with the teacher for about three hours and solved a minimum of seven correlational problems. All tutorial sessions were videotaped and subsequently transcribed. A coding scheme was developed and all instructional discourse was segmented and coded by two independent judges. On the whole, quantitative discourse analysis supported the notion of a transition from other to self-regulation in the area of correlational reasoning. Additionally, it was found that teacher regulation was differentiated within tasks and that certain properties of discourse influence how explicit student self-regulation is. Qualitative discourse analysis supported the notion of the assimilation of the voice of the teacher into the voice of the student. A three dimensional conception of learning is proposed and the implications of the study are discussed. |
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