支架重塑协作问题解决中的对话参与：两种方法的比较分析
Scaffolding Reshapes Dialogic Engagement in Collaborative Problem Solving: Comparative Analysis of Two Approaches
AI总结：
本研究通过比较两种支架方法，揭示了支架对协作问题解决过程中学生对话参与和行为的影响，强调了异质互动网络分析和序列模式挖掘在学习过程研究中的互补价值。
摘要：
在协作问题解决（CPS）过程中支持学习者是必要的。现有研究通过研究支架与最大和最小教学支持的效果，比较了支架与最大和最小教学支持对学习和行为的影响。然而，我们对支架如何在不同CPS阶段塑造个体对话参与和行为分布的理解仍然有限。本研究应用异质互动网络分析（HINA）和序列模式挖掘（SPM）来揭示支架对K-12学生在真实教育环境中的CPS过程不同阶段的结构影响。具有最大支架的学生在更多阶段表现出更高的对话参与，而具有最小支架的学生则表现出更多的问题解决行为和较少的脚本行为，但他们在多个阶段重复特定行为并更倾向于社交行为。在两种支架条件下，问题解决行为很少进展到其他问题解决行为。本文讨论了这些发现对支架设计和CPS教学实践的影响，并突显了HINA和SPM方法在研究CPS过程中学生学习过程中的独特且互补的价值。
英文摘要：
Supporting learners during Collaborative Problem Solving (CPS) is a necessity. Existing studies have compared scaffolds with maximal and minimal instructional support by studying their effects on learning and behaviour. However, our understanding of how such scaffolds could differently shape the distribution of individual dialogic engagement and behaviours across different CPS phases remains limited. This study applied Heterogeneous Interaction Network Analysis (HINA) and Sequential Pattern Mining (SPM) to uncover the structural effects of scaffolding on different phases of the CPS process among K-12 students in authentic educational settings. Students with a maximal scaffold demonstrated higher dialogic engagement across more phases than those with a minimal scaffold. However, they were extensively demonstrating scripting behaviours across the phases, evidencing the presence of overscripting. Although students with the minimal scaffold demonstrated more problem solving behaviours and fewer scripting behaviours across the phases, they repeated particular behaviours in multiple phases and progressed more to socialising behaviours. In both scaffold conditions, problem solving behaviours rarely progressed to other problem solving behaviours. The paper discusses the implications of these findings for scaffold design and teaching practice of CPS, and highlights the distinct yet complementary value of HINA and SPM approaches to investigate students' learning processes during CPS.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
