Collaborative Knowledge Construction: Examples of Distributed Cognitive Processing

Abstract

In discussions centered on jointly solving a problem or case, significant construction of new knowledge can occur. Several theoretical frameworks have been invoked to explain the productivity of dialogues, but questions about the relative or unique impact on learning of the multiple facets of dialogues remain. We present an analytical approach that studies small-group discussions from the perspective of joint cognitive processing of knowledge and information. We illustrate our approach through a microanalysis of two discussions that were held in a real-world educational setting. We show that knowledge construction can overlap significantly with critical argumentation, but may occur even in its absence. On the basis of these findings we propose a refined definition of co-construction, and a view of the inter-relations between interaction and co-construction. We discuss the implications of our findings for the analysis and evaluation of differences in knowledge co-construction in different environments.