caa a22 4500 475789210 CHVBK 20180406123707.0 cr unu---uuuuu 170329e20001201xx s 000 0 eng 10.1007/BF03172989 doi (NATIONALLICENCE)springer-10.1007/BF03172989 Collaborative learning and the construction of common knowledge [Elektronische Daten] [Ed Elbers, Leen Streefland] In collaborative learning, students not only have to acquire knowledge, they also have to learn to regulate the process of acquiring knowledge. In the traditional classroom, the function of regulation rests with the teacher. In the collaborative classroom, however, the responsibility for learning has in part been handed over to the students. We examine how students, who work as members of a community of learners, construct shared understanding. in particular, we want to explore what interactive and discursive tools students use in their collaboration. We present observations made during a series of innovative mathematics lessons in an 8th grade classroom at a Dutch primary school in which children (between 11 and 13 years of age) worked as "researchers” who were encouraged to formulate questions for exploration and to collaborate in answering them. Both in small group discussions and in discussions involving the whole class, students worked on the construction of arguments and the creation of shared knowledge. The construction and diffusion of knowledge occurred in "cycles of argumentation” to which many children contributed and in which ideas were repeated and elaborated upon. Because, in students' collaboration, learning is made dependent on proposing and critically discussing arguments, the character of knowledge, acquired under these circumstances, is different from knowledge acquired in a more traditional classroom setting. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Collaborative learning nationallicence Common knowledge nationallicence Community of learners nationallicence Mathematics education nationallicence Elbers Ed Faculty of Social Sciences, Utrecht University, P.O. Box 80140, 3508 TC, Utrecht, The Netherlands aut Streefland Leen Faculty of Social Sciences, Utrecht University, P.O. Box 80140, 3508 TC, Utrecht, The Netherlands aut European Journal of Psychology of Education Springer Netherlands 15/4(2000-12-01), 479-490 0256-2928 15:4<479 2000 15 10212 https://doi.org/10.1007/BF03172989 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03172989 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Elbers Ed Faculty of Social Sciences, Utrecht University, P.O. Box 80140, 3508 TC, Utrecht, The Netherlands aut NATIONALLICENCE 700 1- Streefland Leen Faculty of Social Sciences, Utrecht University, P.O. Box 80140, 3508 TC, Utrecht, The Netherlands aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/4(2000-12-01), 479-490 0256-2928 15:4<479 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer