Browsing by Author "Freire, Paulina"

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    Relationship between shared regulation and argumentative discourse: analysis of collaborative interactions in a primary school classroom /
    (2024) Freire, Paulina; Grau, Valeska
    The purpose of this study was to explore the nature, emergence and maintenance of episodes of shared regulation and their relationship with argumentative discourse during collaborative work in the sciences. It consisted of an exploratory case study that tracked two groups in the fourth year of primary school (eight participants) through four collaborative activities. The sessions were filmed and analysed for their social regulation and argumentative discourse patterns. The frequency and length of the episodes identified and the association between regulation and argumentation were examined. Additionally, all the episodes of shared regulation of fundamental aspects of the task were further analysed. The results showed that argumentation was significantly associated with shared regulation and that counter-arguments were present when regulation focused on understanding the content. Disagreement within the group, individual regulatory behaviours and the characteristics of the activities appeared as relevant dimensions in the emergence and maintenance of the episodes of regulation of fundamental aspects of the task. The implications for educational practice and research are discussed.
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    Relationship between shared regulation and argumentative discourse: analysis of collaborative interactions in a primary school classroom / Relación entre regulación compartida y discurso argumentativo: análisis de interacciones colaborativas en un aula de educación básica
    (2024) Freire, Paulina; Grau, Valeska
    The purpose of this study was to explore the nature, emergence and maintenance of episodes of shared regulation and their relationship with argumentative discourse during collaborative work in the sciences. It consisted of an exploratory case study that tracked two groups in the fourth year of primary school (eight participants) through four collaborative activities. The sessions were filmed and analysed for their social regulation and argumentative discourse patterns. The frequency and length of the episodes identified and the association between regulation and argumentation were examined. Additionally, all the episodes of shared regulation of fundamental aspects of the task were further analysed. The results showed that argumentation was significantly associated with shared regulation and that counter-arguments were present when regulation focused on understanding the content. Disagreement within the group, individual regulatory behaviours and the characteristics of the activities appeared as relevant dimensions in the emergence and maintenance of the episodes of regulation of fundamental aspects of the task. The implications for educational practice and research are discussed.
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    The Effect of Peer-Group Argumentative Dialogue on Delayed Gains in Scientific Content Knowledge
    (2018) Larraín, Antonia; Freire, Paulina; Grau Cárdenas, Valeska Valentina; López, Patricia; Salvat, Ignacia; Silva, Maximiliano; Gastellu, Vicente
    Experimental evidence has shown the effect of peer-group argumentation on scientific concept development. However, questions regarding how and why it happens remain. The aim of this study is to contribute, with experimental evidence gathered in naturalistic settings (classrooms), to the understanding of the relationship between peer-group argumentation and content knowledge learning, exploring the role that individual argumentative skills play. In total, sixty-one fourth-grade students (aged 9-10 years) participated in the study (thirty-nine female). One teacher was invited to teach a thematic unit (Forces), with lesson plans especially developed to foster argumentation in the classroom. The second teacher taught as usual. Students' conceptual understanding and argumentative skills were evaluated individually, both before and after the lessons. Although there were no differences in the immediate post-test scores between groups (after controlling for pre-test), the intervention group showed significantly higher scores in delayed post-tests. Regression analyses showed that the ratio of argumentative utterances per minute of group work predicted students' scores in delayed post-test disciplinary content knowledge after controlling for initial levels of learning. Argumentation skill gains did not impact learning, but initial levels of argumentation skills predicted delayed scientific content knowledge post-test. (c) 2018 Wiley Periodicals, Inc.
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    The role of inner speech in the effect of argumentation among peers on learning: a case analysis
    (2024) Larrain, Antonia; Freire, Paulina; Salvat, Ignacia; Lopez, Patricia; Moran, Camila; Sanchez, Alvaro; Silva, Maximiliano; Villavicencio, Constanza; Grau, Valeska; Cerda, Barbara; Salinas, Pedro
    Different studies suggest that collaborative argumentation among peers promotes school learning, especially the comprehension of concepts. However, the available evidence shows that the relationship between argumentation and learning is not direct but instead mediated by development processes that, in turn, promote learning. The goal of this study is to understand the mediating role that the development of argumentative inner speech may play in the process of constructing knowledge through collaborative argumentation. A case study was conducted in which one child (fourth grade) was tracked throughout an entire unit in which he and his peers argued collaboratively class after class. We assessed the students individually before and after in their learning (oral and written) and written argumentation skills. The collaborative work from all the classes was videoed and analysed through discourse analysis. The student showed significant progress in both delayed learning and written argumentation compared to the group. Furthermore, the analysis of oral tests shows that the argumentative interactions that initially appeared in the discussions among peers were internalized so he could understand the concepts involved on an individual level. The article discusses the implications of these results in understanding the role of discursive interactions in school learning processes.
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    Willingness to mitigate climate change: the role of knowledge, trust, and engagement
    (2024) Larrain, Antonia; Freire, Paulina; Cofre, Hernan; Andaur, Ana; Tolppanen, Sakari; Kang, Jingoo; Grez, Joaquin; Gomez, Marisol; Vergara, Claudia; Rojas, Maria Teresa; Arenas, Andoni
    The recent IPCC report (IPCC, 2023) highlighted the need to increase the perception of risk and prompt climate action through education. The question is what contribution science and environmental education can make-if any-to this challenge. Psychological research has suggested that knowledge (topical and epistemological) and beliefs about self-efficacy are relevant starting points, but the evidence is scarce and inconsistent. We conducted a transversal correlational study to test the direct and indirect effects of system knowledge of climate change, personal engagement with science, and trust in climate science on the willingness to mitigate the effects of climate change. The participants were 386 students attending high schools in Chile. The results reveal that there is no direct effect of climate change system knowledge on the willingness to act. We did find indirect effects of system knowledge on the willingness to act, mediated by personal engagement with science and trust in climate science knowledge. The results also demonstrate a direct effect of personal engagement with science, and an indirect effect mediated by trust in science. The implications for science education are discussed.