Effects of argumentation on group micro-creativity: Statistical discourse analyses of algebra students’ collaborative problem solving

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Abstract

The micro-time context of group processes (such as argumentation) can affect a group's micro-creativity (new ideas). Eighty high school students worked in groups of four on an algebra problem. Groups with higher mathematics grades showed greater micro-creativity, and both were linked to better problem solving outcomes. Dynamic multilevel analyses of the groups' 2951 turns of conversation statistically yielded 53 watersheds (breakpoints) that separated 36 high micro-creativity time periods from 37 low ones. Group member actions within the last two speaker turns also influenced micro-creativity. Compared to agreements, recent disagreements yielded 11% greater micro-creativity. Students who behaved rudely (rude disagreements, commands) showed less micro-creativity (-15% and -9%) than those who behaved politely (polite disagreements, questions/statements). In a special case, after a wrong idea, rude rather than polite disagreements raised groupmates' micro-creativity (+60%). Teachers might encourage students to evaluate ideas carefully, speak politely, and avoid impulsive responses to rude behaviors. Copyright © 2008 Elsevier Inc.
Original languageEnglish
Pages (from-to)382-402
JournalContemporary Educational Psychology
Volume33
Issue number3
DOIs
Publication statusPublished - Jul 2008

Citation

Chiu, M. M. (2008). Effects of argumentation on group micro-creativity: Statistical discourse analyses of algebra students’ collaborative problem solving. Contemporary Educational Psychology, 33(3), 382-402.

Keywords

  • Cooperative learning
  • Social interactions
  • Hierarchical linear modeling
  • Time series analysis
  • Quantitative discourse analysis

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