Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Lärande dialog: Samtalsmönster, perspektivförändring och lärande i gruppsamtal
Stockholm University, Faculty of Social Sciences, Department of Education.
1998 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

This thesis is concerned with the prospects of learning from talking within a small group.

The purpose of the study is to add to our knowledge of dialogue through group communication as a social event, based on human relations and seen as a situation where a process of learning takes place. The object is also to see if and how a pedagogical method (the dialogue meeting) affects the process of learning and to describe and systematically analyze such dialogue meetings from different angles and with different methods.

The empirical data consists primarily of tape recordings and transcriptions of four group sessions and different forms of interviews undertaken at various stages, both before and after the group conversations. The research design is qualitative.

The empirical study is founded on an interactionist perspective, the main theoretical frame of reference is the theory of transformative learning.

Learning is defined as a change of assumptions with regard to a given phenomenon. It is the individual who learns, but in group communication this learning takes place in social interaction, where the individuals together may create new knowledge by going beyond the individual perspective of each person.

The most important result shows that the more symmetrical the communication in a group meeting is, the higher is the quality of the learning of every individual speaker. Of importance is also the conversational style which can be more or less cooperative or competitive. Both ways of talking are needed if collective learning is to be developed. Before collective learning can occur there is a need for changing and transcending individual perspectives. This demands that the speakers have a capacity for critical reflective thinking.

Place, publisher, year, edition, pages
Solna: Arbetslivsinstitutet , 1998.
Series
Doktorsavhandlingar från Pedagogiska institutionen, Stockholms universitet, ISSN 1104-1625 ; 88
Series
Arbete och Hälsa, ISSN 0346-7821 ; 1998:16
Keyword [en]
Dialogue, small group conversation, child care, interactionism, transformative learning, discourse patterns, perspective change, individual learning, collective learning
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-18769ISBN: 91-7153-757-0 (print)ISBN: 91-7045-480-9 (print)OAI: oai:DiVA.org:su-18769DiVA: diva2:185292
Public defence
1998-10-23, G-salen, Arrheniuslaboratorierna, 10:00 (Swedish)
Opponent
Available from: 2009-01-28 Created: 2009-01-28 Last updated: 2009-12-16Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Wilhelmson, Lena
By organisation
Department of Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 362 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf