.png){kind=icon}
.png){kind=icon}
Return
Dialogic collaborative problem solving: a theoretical framework for analyzing students' dialogic interaction in collaborative problem solving
.png){kind=icon}
PRE
AI
DOI：10.1080/02671522.2025.2610216.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
Collaborative problem solving (CPS) is increasingly emphasised in education, yet the dialogic nature of collaboration, viewed through a Bakhtinian perspective, remains under-theorised. This article introduces the concept of Dialogic Collaborative Problem Solving (DCPS) as a theoretical framework that applies Bakhtinian dialogism to the context of CPS. DCPS highlights how dialogic interaction-characterised by open exchange of ideas, mutual respect, and a shared dialogic space among learners - can enhance CPS processes and outcomes. We define DCPS and emphasise the dialogic stance as the foundation for its three prerequisites: commensurability, open-mindedness, and equality of voices. We further propose a hierarchy of dialogic engagement to assess the quality of collaborative dialogue. The framework bridges theory and practice: it informs empirical research on classroom dialogue in group problem-solving and offers guidance for educators to foster more productive, dialogic interactions in CPS tasks. An illustrative scenario of three students working together is woven through the paper to demonstrate how the DCPS framework can be used to analyse and improve real-life collaborative dialogues.
Keywords:
Dialogism
collaborative problem solving
dialogic collaborative problem solving
dialogic education
dialogic engagement
Journal
R
IF:
1.8
Papers:
25
Citations:
0