Competence symmetry in peer collaboration: A micro-sequential approach

Abstract

A structural/cross-sectional micro-analytic perspective prevails in the Socio-constructivistresearch of peer knowledge construction. This paper proposes an alternative micro-sequen-tial approach that focuses on the transitions between events during the activity. From thismicro-sequential perspective, the study aimed to (a) explore the socio-cognitive interactionof symmetrical dyads of sixth and seventh graders solving a table comprehension task; (b)compare this interaction between symmetrical dyads of basic and advanced levels of com-petence. Participants were 148 sixth and seventh graders (74 dyads) from public schoolsin Rosario and nearby areas (Argentina). The dyads were symmetrical because their inte-grants had similar specifc levels of competence (comprehension of a frequencies table)but difered in basic and advanced compositions. The interaction was coded using a sys-tem of mutually exclusive and exhaustive categories. An analysis of transition probabilitieswas performed among all codes, to identify activated/inhibited and inter-subjective/intra-subjective sequences. Transitions between statements aimed at solving the task formed thecore of interactivity, as they comprise the codes that play a greater role in the elabora-tion of the task (shared by both symmetrical conditions). However, only the basic sym-metry dyads showed an activating efect of the social feedback units. Transitions betweencognitive questions and statements were also registered. Opinion questions were the mostactivated (inter-subjective) compared to demonstration and evaluation questions. Althoughthese transitions were inter-subjective, they also difered according to the condition of sym-metry. The work allows drawing conclusions about the relevance of a micro-sequentialapproach to interaction, since these results could not have been constructed from a classicalstructural perspective.