Analysis of interaction support in argumentative tasks

PERALTA, N.; MAREOVICH, F.

Madrid

Conferencia; Jean Piaget Conference; 2023

Jean Piaget Society

This presentation aims to study the process of sociocognitive construction seeking to identify, in collaborative situations, the presence of different types of conflict: purely social or non-cognitive (CS), implicit sociocognitive (CSCi) and explicit sociocognitive (CSCe). A random sample of 48 first-year university students was formed. A sub-sample of 24 belonged to a degree in exact sciences and another of 24 to a degree in social sciences. First, the students were given the general knowledge questionnaire on the topics that would be worked on later (pretest). Then the dyads were constituted and they were proposed to collaboratively learn academic material. The interactions were recorded to carry out a verbalization analysis that focused on identifying the presence of these types of conflict within the discourse, trying to detect differences between both epistemes. In relation to Psychology, the results show that two groups of dyads can be distinguished: one with a predominance of CS to the detriment of cognitive intersubjectivity, and another with a predominance of CSCi over social regulation (SC). In Physics there is no such sub-typology but rather the pattern is uniform in all dyads, with a predominance of CSCi, a decrease in CS and an increase in CSCe. The theoretical value of the research lay in the conceptual importance of accurately detecting the presence of different conflicts within a discursivity of pairs. These data allow us to conclude that when social regulation prevails, it is to the detriment of argumentation and intellectual development. When the cognitive is installed as a central value, that conflict occurs (CSCe) or that a contribution is produced within a construction (CSCi), it does not really pose a relationship of opposition but reciprocal stimulation, thus accentuating the constructive value that both grant collaboration.