Three complementary frameworks to capture student peer discussion in problem solving

Abstract

Peer discussions play a major role in students’ collaborative problem-solving activity. These discussions provide researchers and teachers with a wealth of information about the students' reasoning. To analyse such discussions, different theoretical lenses are available, such as Schoenfeld’s problem solving model, the Florida Taxonomy of Cognitive Behaviour, and the Scheme for Educational Dialogue Analysis. The question is, however, how these three perspectives can complement each other. To investigate this, the discussion between four students was analysed through the three lenses. Results indicate that these frameworks are both complementary and connected. This connection allows an in-depth analysis of the discussion and reveals possibilities and limitations for an integration of the three models, which will guide future discussions’ analyses in our study