A Cognitive Dimension in the Analysis of Classroom Discourse

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Abstract
In order to gain a better understanding of the way pupils analyse and interpret experience, we have incorporated a cognitive dimension into the analysis of classroom discourse. Previous research has not always emphasised the intellectual content of pupils’ contributions to discourse. We have therefore designed a system with the aim of monitoring both the levels of thinking of individual pupils and their social interactions during discourse in formal and informal classroom contexts. In general, pupils analysed events and ideas more effectively in those discussions which were dominated by utterances which were open, tentative and hypothetical #opand which would therefore belong to the ‘Explainer’ category#cp than in discussions which repeated given material or dealt in sweeping generalisations #op'Describer’ utterances#cp. Results emphasised the interdependence of effective intellectual performance and positive social strategies. In the absence of the teacher, few of the fourth year pupils sustained the discussion in a logical, critical and open way, or effectively collated and organised material from individual contributions. For these reasons, the teacherless discussions groups seemed to be a less successful learning context than either formal classes or teacher‐led groups.

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