ASSIMILATION AND ACCOMMODATION: EXPLORING THE DYNAMICS OF CLASS DISCUSSIONS

Noor Hanim Rahmat, Noor Ahnis Othman, Ahmad Mazli Muhammad, Aini Andria Shirin Anuarudin, Mazlen Arepin

Abstract


Class discussions can lead to learning of new knowledge acquisition of new meaning among team members. The social development theory argues that in a group interaction, social interaction precedes development. The process of learning is a result of social interaction-both positive and negative. Learners learn assimilation and accommodation during the interaction. They learn these through agreeing and disagreeing with ideas put forward by the team members. Past studies have shown how learners respond in class discussions may depend on gender. This quantitative study explores how gender influence assimilation, accommodation, agreement as well as disagreement influence the dynamics of class discussions. 164 students were chosen to respond to a 32 -item questionnaire. Findings of this study reveal interesting pedagogical implications in the use of class discussions as part of teaching-learning activities.

 

Article visualizations:

Hit counter

DOI

Keywords


class discussions, assimilation, accommodation, agreement, disagreement

Full Text:

PDF

References


Blazar, D. and Kraft, M. A. (2017) Teacher and Teaching Effects on Students’ Attitudes and Behaviour. Educ Eval Policy Anla. Vol 39(1), pp 146-170. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5602565/pdf/nihms866620.pdf

Caspi, A. Chajut, E., and Saporta, K. (2008) Participation in Class and in Online Discussions: Gender Differences. Computers & Education, 50, pp 718-724.

Dallimore, E. J. Hertenstein, J. H., and Platt, M. B. (2017) How do Students learn from participation in Discussion? Faculty Focus Retrieved from https://www.facultyfocus.com/articles/effective-teaching-strategies/students-learn-participation-class-discussion/

Green V. N. (2012) Effects of Classroom Discussions on Student Performance and Confidence in the Science Classroom. Masters Thesis, Montana State University, Bozeman, Montana, Retrieved from https://scholarworks.montana.edu/xmlui/bitstream/handle/1/1383/GreenV0812.pdf;jsessionid=788619D1AD3AC6B7C9370159B741BA29?sequence=1

Hosseini C. and Hellsten, M. (2015) Gender Differences in the classroom-A Linguistic Study on how Language is used , form a gender Perspective. Sodertorn University. Retrieved from http://www.diva-portal.org/smash/get/diva2:839868/FULLTEXT01.pdf

Koczoghi, H. V. (2012) The Role of Gender in Verbal Disagreement: A Study of Disagreement Strategies Employed by Hungarian Undergraduate Students. The Journal of West University, Tiisoara, Interdisciplinary Centre for Gender Studies. Vol 11(1), pp233-244. Retrieved from https://content.sciendo.com/view/journals/genst/11/1/article-p233.xml

Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Periperal Participation. Cambridge, UK: Cambridge University Press.

Mcleod, S. (2018) Jean Piaget’s Theory of Cognitive Development. Simply Psychology. Retrieved from https://www.simplypsychology.org/piaget.html

Murphy, P. K., Soter, A. O., Wilkinson, A. A. G., and Hennessey, M. N., (2009) Examining the Effects of Classroom Discussion on Students’ Comprehension of Text: A Meta-Analysis. Journal of Educational Psychology. Vol 101(3), pp 740-764

Nayee, B. (2015) Why Should we Care about the Gender Difference in Classroom Participation? SPICE-Philisophym Politics and Economics Undergraduate Journal. Vol 10, pp 7-30

Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children. New York, NY: International University Press.

Pollock, P. H., Hamann, K. (2011) Learning through Discussions: Comparing the Benefits of Small-Group and Large-Class Settings. Journal of Political Science Education. Vol 7(1), pp48-64. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/15512169.2011.539913

Rahmat, N. H., Rahman, S. A., B, S. A. & Yunos, D. R. M. (2015). Investigating Turn Taking strategies in class discussions among ESL adult learners. English Review: Journal of English Education, 3(2), 139-145

Skultety, K. M. and Whitbourne, S. K. (2002) Gender Differences in Identity Processes and Self-Esteem in Middle and Later Childhood. Journal of Women & Aging. Vol 16(1) pp175-188.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press

Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development: Foundations of

constructivism. Longman Publishing.

Victoria, C. (2017) Gender Communication Differences and Strategies. Professional Development. Retrieved from https://www.experience.com/advice/professional-development/gender-communication-differences-and-strategies/




DOI: http://dx.doi.org/10.46827/ejes.v0i0.2391

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Noor Hanim Rahmat, Noor Ahnis Othman, Ahmad Mazli Muhammad, Aini Andria Shirin Anuarudin, Mazlen Arepin

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).