In this study we investigate the benefits that debriefing can
add to collaborative Pyramid script with open-ended tasks. The openended task allows students to produce multiple possible solutions to a
given problem and requires learners to express personal opinions based
on previous experiences and intuitions. In this sense, misconceptions
and gaps can appear in the collaboration process, demanding a teacher
intervention. Debriefing, as part of teacher orchestration tasks, enables
teachers to ...
In this study we investigate the benefits that debriefing can
add to collaborative Pyramid script with open-ended tasks. The openended task allows students to produce multiple possible solutions to a
given problem and requires learners to express personal opinions based
on previous experiences and intuitions. In this sense, misconceptions
and gaps can appear in the collaboration process, demanding a teacher
intervention. Debriefing, as part of teacher orchestration tasks, enables
teachers to facilitate students’ reflection about the learning experience,
correcting mistakes and filling gaps. Qualitative analysis of students’
answers through concepts and their relations was developed. The examination of concepts and relations supported the benefits of the Pyramid
script with open-ended tasks and debriefing to learning. The results of
the study indicate that students increased the concepts mentioned and
built more relations between concepts after debriefinLg.
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