| Conceptual change theorists argue that learning occurs as a consequence of students becoming dissatisfied with their initial knowledge and then searching for ideas that are intelligible and plausible. Cooperative groups provide the vehicle for verbal interactions to take place with research indicating improvement in achievement. This study examines the verbal interactions that occur in the cooperative learning setting and how that discourse reflects the components of conceptual change.; Cooperative learning groups were videotaped as they participated in active learning sessions in a general science course where the participants experimented with short-term and long-term carbon cycling. Groups were introduced to the guidelines of cooperative learning and group roles were assigned to the groups. Videotaping was followed by stimulated recall interviews with participants from the groups. This data from the videotapes and the stimulated recall interviews were transcribed and assigned categories using the Q. S. R. NUD·IST software program to gain insights into the process of science learning. Interpretations were made based on the findings from the data.; Prior knowledge or information gathered by participants in preparation for the active learning session was the starting point for discussions about scientific concepts. Once the discussions began, group members with confidence in their understanding of scientific concepts tended to participate and defend their ideas with examples. The recorder role was the most significant role as the recorder usually directed the discussions in order to develop complete responses. As the discussions continued, explanations by those who were confident assisted other group members with learning scientific concepts—peer teaching. As discourse occurred, conflicts in ideas generated discussion, clarifying ideas, elaborating on ideas, and reformulating science concepts until they were able to reach consensus. Through this process, participants built on each other's ideas, piecing together concepts. Pre- and post-test indicated improvement of conceptual understanding of the carbon cycle by the participants of this study. Verbal interactions with other group members seemed to facilitate science learning. Overall, the results of this study indicate that a sophisticated conceptual change process occurred as cooperative groups worked on the required academic tasks. |
