Research On Collaborative Knowledge Building In Junior High School STEM Group Cooperative Learning Based On Classroom Discourse Analysis

In order to cultivate scientific and technological talents in the 21 st century,STEM education has received extensive attention from higher education and basic education at home and abroad.Group cooperative learning is a commonly used teaching method in STEM education.In group cooperative learning,students participate in the knowledge building characterized by "improvement of viewpoints".Analyzing how students conduct collaborative knowledge building in STEM group cooperative learning,including the process structure characteristics,discourse types and discourse level characteristics of students’ collaborative knowledge building,and the factors that affect the building of collaborative knowledge,are of great significance for improving STEM teaching practice.To this end,this research reveals the structural characteristics and discourse types and level characteristics of the collaborative knowledge building process of group cooperative learning based on classroom discourse analysis,and uses classroom observations and questionnaire interviews to further explore the influencing factors of students’ collaborative knowledge building.First,sort out relevant research,clarify the connotation of collaborative knowledge building in STEM group cooperative learning,and construct an analysis framework for collaborative knowledge building,including the process structure framework of collaborative knowledge building,the discourse type coding framework and the discourse level analysis framework.Secondly,based on the analysis of discourse content,improve the process structure model of collaborative knowledge building.Furthermore,the quantitative statistics of classroom discourse are used to analyze the discourse characteristics of students’ collaborative knowledge building,and analyze the students’ interactive participation in collaborative knowledge building,the level of discourse,and the correlation between the two.Finally,combining classroom observations,questionnaires and interviews,in-depth analysis of relevant factors affecting the building of collaborative knowledge.The research results show that,in terms of the process structure of collaborative knowledge building,various links are interconnected,and technology supports the development of collaborative knowledge building,and the deviation phenomenon in group cooperative learning will cause the process of collaborative knowledge building to be disconnected and affect the development of collaborative knowledge building.In terms of the characteristics of the discourse types of collaborative knowledge building,the interaction type is mainly student-student interaction,and teacher-student interaction is interspersed throughout the group cooperation;the student’s discourse type is mainly conceptual discourse,and the teacher is mainly question-inquiry discourse.The students’ response is mainly based on consent,while the teacher is based on neutrality.In terms of the analysis of discourse level in collaborative knowledge building,students mainly show middle-level interactive participation and discourse level.Interactive participation is related to discourse level.High interactive participation is more likely to trigger high-level discourse level,while students’ STEM Cooperative learning experience will also affect students’ interactive participation.Based on the above research results,it reveals the process structure,discourse characteristics and influencing factors of collaborative knowledge building in STEM group cooperative learning,and provides a certain reference for advancing the exploration of STEM teaching practice in my country.