caa a22 4500 475789202 CHVBK 20180406123707.0 cr unu---uuuuu 170329e20001201xx s 000 0 eng 10.1007/BF03172987 doi (NATIONALLICENCE)springer-10.1007/BF03172987 Collaborative processes during report writing of a science learning project: The nature of discourse as a function of task requirements [Elektronische Daten] [Maarit Arvaja, Päivi Häkkinen, Anneli Eteläpelto, Helena Rasku-Puttonen] The aim of this article is to specify how different aspects of task assignments are related to different types of student discourse during the report writing phase of a science learning project. A group of four ninth-grade students of the Finnish comprehensive school (about 15-year-olds) participated in a project work involving laboratory experiments, reading literature, and analysing and reporting research findings. The empirical data were collected through videotaping and interviews in authentic classroom settings. The results indicated that construction of shared, high-level understanding was quite rare in this case of small group interaction. As one of the main reasons for this, we suggest that the learning tasks were defined in a way that did not encourage shared reflection and high-level discourse. The students' task was mostly to answer fact-seeking questions made by their teacher to guide the report writing, which promoted recollection rather than reasoning. In order to facilitate high-level discourse and learning, more attention should be paid to the kind of processes that task assignment triggers. The findings are discussed in the framework of how teachers could formulate their task assignments to promote high-level discourse. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Collaborative learning nationallicence Discourse processes nationallicence Project work nationallicence Science learning nationallicence Task assignments nationallicence Arvaja Maarit Institute for Educational Research, University of Jyväskylä, P.O. Box 35, FIN-40351, Jyväskylä, Finland aut Häkkinen Päivi Institute for Educational Research, University of Jyväskylä, P.O. Box 35, FIN-40351, Jyväskylä, Finland aut Eteläpelto Anneli Department of Teacher Education and Institute for Educational Research, University of Jyväskylä, P.O. Box 35, FIN-40351, Jyväskylä, Finland aut Rasku-Puttonen Helena Department of Teacher Education and Institute for Educational Research, University of Jyväskylä, P.O. Box 35, FIN-40351, Jyväskylä, Finland aut European Journal of Psychology of Education Springer Netherlands 15/4(2000-12-01), 455-466 0256-2928 15:4<455 2000 15 10212 https://doi.org/10.1007/BF03172987 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03172987 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Arvaja Maarit Institute for Educational Research, University of Jyväskylä, P.O. Box 35, FIN-40351, Jyväskylä, Finland aut NATIONALLICENCE 700 1- Häkkinen Päivi Institute for Educational Research, University of Jyväskylä, P.O. Box 35, FIN-40351, Jyväskylä, Finland aut NATIONALLICENCE 700 1- Eteläpelto Anneli Department of Teacher Education and Institute for Educational Research, University of Jyväskylä, P.O. Box 35, FIN-40351, Jyväskylä, Finland aut NATIONALLICENCE 700 1- Rasku-Puttonen Helena Department of Teacher Education and Institute for Educational Research, University of Jyväskylä, P.O. Box 35, FIN-40351, Jyväskylä, Finland aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/4(2000-12-01), 455-466 0256-2928 15:4<455 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer