caa a22 4500 606239553 CHVBK 20210128101303.0 cr unu---uuuuu 210128e20150601xx s 000 0 eng 10.1007/s11218-014-9269-3 doi (NATIONALLICENCE)springer-10.1007/s11218-014-9269-3 Educational practices and peer-assisted learning: analyzing students' interactive dynamics in a joint drawing task [Elektronische Daten] [Christian Tarchi, Giuliana Pinto] Different schools apply different educational approaches, and different learning concepts interpret knowledge in different ways. The two dominant perspectives classify learning as the acquisition of knowledge, or as participation in school practices. In order to support teachers in choosing the educational method that best fits their teaching perspective, it is important to increase our understanding of underlying interactional processes. This study addresses this question, by analyzing the interaction between students during a joint drawing task. Forty-three grade three Italian students participated in this study: 22 students attended a classroom based on the acquisition metaphor of learning (teacher-centered approach), whereas 21 attended classrooms based on the participation metaphor of learning (Senzazaino: Without a backpack for School Communities). Students worked in pairs and each pair had to draw their school. Each session was video-recorded and transcribed. Students' interactions were subject to micro-level analysis in terms of discourse moves, communicative functions and interaction sequence. Data substantially confirmed that the educational environment influences students' interactive dynamics and communication patterns from the early grades onwards. Joint drawing was shown to be partially dependent on context. The theoretical and practical implications of this are discussed in the article. Springer Science+Business Media Dordrecht, 2015 Joint drawing nationallicence Interactive dynamics nationallicence Qualitative analysis nationallicence Participation nationallicence Educational environment nationallicence Tarchi Christian Department of Education and Psychology, University of Florence, via di San Salvi, 12, 50125, Florence, Italy aut Pinto Giuliana Department of Education and Psychology, University of Florence, via di San Salvi, 12, 50125, Florence, Italy aut Social Psychology of Education Springer Netherlands 18/2(2015-06-01), 393-409 1381-2890 18:2<393 2015 18 11218 https://doi.org/10.1007/s11218-014-9269-3 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-014-9269-3 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Tarchi Christian Department of Education and Psychology, University of Florence, via di San Salvi, 12, 50125, Florence, Italy aut NATIONALLICENCE 700 1- Pinto Giuliana Department of Education and Psychology, University of Florence, via di San Salvi, 12, 50125, Florence, Italy aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/2(2015-06-01), 393-409 1381-2890 18:2<393 2015 18 11218