Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamics

Autores
Peralta, Nadia Soledad; Castellaro, Mariano Andrés; Tuzinkievicz, Maria Agustina; Curcio, Juan Manuel
Año de publicación
2025
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This study examined the interactive dynamics between researchers and participantsduring the co-construction of academic concepts. Embracing a socio-constructivistapproach, messages, categories, and correlations were scrutinised across multiple activitysegments. The study involved 12 pairs of university students and a facilitator-researcher.The researcher intervened in the interaction by scaffolding, including (a) alternating theparticipation of subjects; (b) understanding and evaluating the partner; and (c) dissentingbetween positions. At no point did the researcher act as a teacher or explain concepts,nor did the researcher evaluate content. The researcher´s messages influencedparticipants´ responses, generating distinct interaction patterns: some responded directly,while others engaged in deeper explorations and reflections. Open-ended questionsprompted diverse responses and deeper reflections, whereas more specific inquirieslimited the breadth of responses. Two profiles of dyadic interaction emerged: onedisplayed a progressive internalisation of questions, reflecting greater autonomy; theother revealed more direct and less reflective responses. Correlations underscored theresearcher´s influence on interactive dynamics. These findings highlight how selectiveintervention by the researcher shapes interaction dynamics, impacting the depth andbreadth of responses, emphasising the importance of questioning strategies, and therelevance of fostering collaborative environments that promote autonomy and reflection.
Fil: Peralta, Nadia Soledad. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Fil: Castellaro, Mariano Andrés. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Fil: Tuzinkievicz, Maria Agustina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Fil: Curcio, Juan Manuel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Materia
SCAFFOLDING
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/282048
Acceder
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spelling Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamicsPeralta, Nadia SoledadCastellaro, Mariano AndrésTuzinkievicz, Maria AgustinaCurcio, Juan ManuelSCAFFOLDINGhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5This study examined the interactive dynamics between researchers and participantsduring the co-construction of academic concepts. Embracing a socio-constructivistapproach, messages, categories, and correlations were scrutinised across multiple activitysegments. The study involved 12 pairs of university students and a facilitator-researcher.The researcher intervened in the interaction by scaffolding, including (a) alternating theparticipation of subjects; (b) understanding and evaluating the partner; and (c) dissentingbetween positions. At no point did the researcher act as a teacher or explain concepts,nor did the researcher evaluate content. The researcher´s messages influencedparticipants´ responses, generating distinct interaction patterns: some responded directly,while others engaged in deeper explorations and reflections. Open-ended questionsprompted diverse responses and deeper reflections, whereas more specific inquirieslimited the breadth of responses. Two profiles of dyadic interaction emerged: onedisplayed a progressive internalisation of questions, reflecting greater autonomy; theother revealed more direct and less reflective responses. Correlations underscored theresearcher´s influence on interactive dynamics. These findings highlight how selectiveintervention by the researcher shapes interaction dynamics, impacting the depth andbreadth of responses, emphasising the importance of questioning strategies, and therelevance of fostering collaborative environments that promote autonomy and reflection.Fil: Peralta, Nadia Soledad. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; ArgentinaFil: Castellaro, Mariano Andrés. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; ArgentinaFil: Tuzinkievicz, Maria Agustina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; ArgentinaFil: Curcio, Juan Manuel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; ArgentinaWestern Australian Institute for Educational Research2025-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/282048Peralta, Nadia Soledad; Castellaro, Mariano Andrés; Tuzinkievicz, Maria Agustina; Curcio, Juan Manuel; Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamics; Western Australian Institute for Educational Research; Issues in Educational Research; 35; 2; 6-2025; 738-7581837-6290CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/http://www.iier.org.au/iier35/peralta.pdfinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2026-05-06T16:26:15Zoai:ri.conicet.gov.ar:11336/282048instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982026-05-06 16:26:15.683CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamics
title Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamics
spellingShingle Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamics
Peralta, Nadia Soledad
SCAFFOLDING
title_short Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamics
title_full Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamics
title_fullStr Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamics
title_full_unstemmed Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamics
title_sort Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamics
dc.creator.none.fl_str_mv Peralta, Nadia Soledad
Castellaro, Mariano Andrés
Tuzinkievicz, Maria Agustina
Curcio, Juan Manuel
author Peralta, Nadia Soledad
author_facet Peralta, Nadia Soledad
Castellaro, Mariano Andrés
Tuzinkievicz, Maria Agustina
Curcio, Juan Manuel
author_role author
author2 Castellaro, Mariano Andrés
Tuzinkievicz, Maria Agustina
Curcio, Juan Manuel
author2_role author
author
author
dc.subject.none.fl_str_mv SCAFFOLDING
topic SCAFFOLDING
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv This study examined the interactive dynamics between researchers and participantsduring the co-construction of academic concepts. Embracing a socio-constructivistapproach, messages, categories, and correlations were scrutinised across multiple activitysegments. The study involved 12 pairs of university students and a facilitator-researcher.The researcher intervened in the interaction by scaffolding, including (a) alternating theparticipation of subjects; (b) understanding and evaluating the partner; and (c) dissentingbetween positions. At no point did the researcher act as a teacher or explain concepts,nor did the researcher evaluate content. The researcher´s messages influencedparticipants´ responses, generating distinct interaction patterns: some responded directly,while others engaged in deeper explorations and reflections. Open-ended questionsprompted diverse responses and deeper reflections, whereas more specific inquirieslimited the breadth of responses. Two profiles of dyadic interaction emerged: onedisplayed a progressive internalisation of questions, reflecting greater autonomy; theother revealed more direct and less reflective responses. Correlations underscored theresearcher´s influence on interactive dynamics. These findings highlight how selectiveintervention by the researcher shapes interaction dynamics, impacting the depth andbreadth of responses, emphasising the importance of questioning strategies, and therelevance of fostering collaborative environments that promote autonomy and reflection.
Fil: Peralta, Nadia Soledad. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Fil: Castellaro, Mariano Andrés. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Fil: Tuzinkievicz, Maria Agustina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Fil: Curcio, Juan Manuel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
description This study examined the interactive dynamics between researchers and participantsduring the co-construction of academic concepts. Embracing a socio-constructivistapproach, messages, categories, and correlations were scrutinised across multiple activitysegments. The study involved 12 pairs of university students and a facilitator-researcher.The researcher intervened in the interaction by scaffolding, including (a) alternating theparticipation of subjects; (b) understanding and evaluating the partner; and (c) dissentingbetween positions. At no point did the researcher act as a teacher or explain concepts,nor did the researcher evaluate content. The researcher´s messages influencedparticipants´ responses, generating distinct interaction patterns: some responded directly,while others engaged in deeper explorations and reflections. Open-ended questionsprompted diverse responses and deeper reflections, whereas more specific inquirieslimited the breadth of responses. Two profiles of dyadic interaction emerged: onedisplayed a progressive internalisation of questions, reflecting greater autonomy; theother revealed more direct and less reflective responses. Correlations underscored theresearcher´s influence on interactive dynamics. These findings highlight how selectiveintervention by the researcher shapes interaction dynamics, impacting the depth andbreadth of responses, emphasising the importance of questioning strategies, and therelevance of fostering collaborative environments that promote autonomy and reflection.
publishDate 2025
dc.date.none.fl_str_mv 2025-06
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/282048
Peralta, Nadia Soledad; Castellaro, Mariano Andrés; Tuzinkievicz, Maria Agustina; Curcio, Juan Manuel; Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamics; Western Australian Institute for Educational Research; Issues in Educational Research; 35; 2; 6-2025; 738-758
1837-6290
CONICET Digital
CONICET
url http://hdl.handle.net/11336/282048
identifier_str_mv Peralta, Nadia Soledad; Castellaro, Mariano Andrés; Tuzinkievicz, Maria Agustina; Curcio, Juan Manuel; Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamics; Western Australian Institute for Educational Research; Issues in Educational Research; 35; 2; 6-2025; 738-758
1837-6290
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://www.iier.org.au/iier35/peralta.pdf
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Western Australian Institute for Educational Research
publisher.none.fl_str_mv Western Australian Institute for Educational Research
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1864649417575890944
score 12.637756

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