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  • Accepted Manuscript: Collaborative Dialogue and Types of Conflict: An Analysis of Pair Programming Interactions between Upper Elementary Students
Title: Collaborative Dialogue and Types of Conflict: An Analysis of Pair Programming Interactions between Upper Elementary Students
In successful collaborative paradigms such as pair programming, students engage in productive dialogue and work to resolve con- flicts as they arise. However, little is known about how elementary students engage in collaborative dialogue for computer science learning. Early findings indicate that these younger students may struggle to manage conflicts that arise during pair programming. To investigate collaborative dialogue that elementary learners use and the conflicts that they encounter, we analyzed videos of twelve pairs of fifth grade students completing pair programming activities. We developed a novel annotation scheme with a focus on collab- orative dialogue and conflicts. We found that student pairs used best-practice dialogue moves such as self-explanation, question generation, uptake, and praise in less than 23% of their dialogue. High-conflict pairs antagonized their partner, whereas this behav- ior was not observed with low-conflict pairs. We also observed more praise (e.g., “We did it!”) and uptake (e.g., “Yeah and. . . ”) in low-conflict pairs than high-conflict pairs. All pairs exhibited some conflicts about the task, but high-conflict pairs also engaged in conflicts about control of the computer and their partner’s con- tributions. The results presented here provide insights into the collaborative process of young learners in CS more » problem solving, and also hold implications for educators as we move toward building learning environments that support students in this context. « less
Authors:
; ; ; ; ; ;
Award ID(s):
1721000
Publication Date:
NSF-PAR ID:
10251732
Journal Name:
Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
Page Range or eLocation-ID:
1184 to 1190
Sponsoring Org:
National Science Foundation
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