Abstrakt
Článek prezentuje výsledky výzkumné studie uskutečněné v rámci mezinárodního projektu nazvaného The Social Unit of Learning. Studie zkoumala způsoby interakce žáků při řešení otevřené matematické úlohy ve čtyřčlenných skupinách. Pozornost se zaměřila na identifikování forem vrstevnické zpětné vazby a jejího vlivu na proces řešení úlohy. Z analýzy vyplynulo, že se zpětná vazba objevuje v diskuzi skupiny často a má formu pozitivních (potvrzení; požádání o vysvětlení) i negativních reakcí (odmítnutí, vysvětlené nebo nevysvětlené námitky, pochybnosti). Analýza také identifikovala komunikační vzorce v diskuzi ve skupině a faktory ovlivňující kvalitu vrstevnické zpětné vazby vztahující se k obsahové struktuře problému (tematické, konceptuální a kompetenční vrstvě).
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