Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to develop socio-cognitive collaboration is presented. This model integrates and systematizes several academic group animation techniques developed within the collaborative learning field. These integrated techniques, within a coherent and unified didactic intention, allow talking more about strategies than independent and dissociated techniques. Each strategy is specifically described, which refers to six areas: encouragement of dialogue, listening to others and reciprocal assessment; collaboration for negotiation and consensus building; activity orga...

The objective of this research is to compare the epistemic development of two opposite teaching styles: expositive and guided-participative, in a natural setting. The aim was to analyse some non-explicit or hidden differential traits of each style and make them explicit. This analysis is focused on the instructive development of knowledge, that is, the teaching process itself and not the learning outcomes. These hidden differential traits concern the stability-variability of teaching and the dependence-independence of the teacher from the epistemic.source. Four biology teachers were invited to teach their own secondary students the same extracurricular subject. It was agreed that two of them would use an expositive style, while the two others implemented a participative style. Results show great differences between both teaching styles. Expositive style displays a more fixed intraindivid...

Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to develop socio-cognitive collaboration is presented. This model integrates and systematizes several academic group animation techniques developed within the collaborative learning field. These integrated techniques, within a coherent and unified didactic intention, allow talking more about strategies than independent and dissociated techniques. Each strategy is specifically described, which refers to six areas: encouragement of dialogue, listening to others and reciprocal assessment; collaboration for negotiation and consensus building; activity orga...

The objective of this research is to compare the epistemic development of two opposite teaching styles: expositive and guided-participative, in a natural setting. The aim was to analyse some non-explicit or hidden differential traits of each style and make them explicit. This analysis is focused on the instructive development of knowledge, that is, the teaching process itself and not the learning outcomes. These hidden differential traits concern the stability-variability of teaching and the dependence-independence of the teacher from the epistemic.source. Four biology teachers were invited to teach their own secondary students the same extracurricular subject. It was agreed that two of them would use an expositive style, while the two others implemented a participative style. Results show great differences between both teaching styles. Expositive style displays a more fixed intraindivid...

The current study aimed to identify and analyze the systems of interaction implemented by teachers in university classes, based on their teaching imprints. It focused on the interactions occurred in scholar natural contexts and the construction of knowledge based on said interaction. A form to observe the different behaviors was designed in order to register the interaction during practical sessions. Six classes and their teachers, from two different epistemic areas (Psychology and Physics), were observed, and the results were analyzed in order to describe the characteristics of the classes and the type of interactions that take place in them. Based on a global qualitative analysis of the classes, three basic types of interaction were detected: collaborative, guided participative and expositive. Beyond the characteristics detected, it is stated that no matter the interaction system, teac...

The current study aimed to identify and analyze the systems of interaction implemented by teachers in university classes, based on their teaching imprints. It focused on the interactions occurred in scholar natural contexts and the construction of knowledge based on said interaction. A form to observe the different behaviors was designed in order to register the interaction during practical sessions. Six classes and their teachers, from two different epistemic areas (Psychology and Physics), were observed, and the results were analyzed in order to describe the characteristics of the classes and the type of interactions that take place in them. Based on a global qualitative analysis of the classes, three basic types of interaction were detected: collaborative, guided participative and expositive. Beyond the characteristics detected, it is stated that no matter the interaction system, teac...