Theses and Dissertations from UMD
Permanent URI for this communityhttp://hdl.handle.net/1903/2
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item Relational Reasoning and Socially Shared Regulation of Learning in Collaborative Problem Solving(2020) Jablansky, Sophie; Alexander, Patricia A; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The ability to solve complex problems in collaborative settings is considered a critical 21st century competency. Yet, national and international reports have revealed deficiencies in both students’ and employees’ teamwork and communication skills, which are essential when working collaboratively. These deficits may be underlain by a limited understanding of how cognitive and social processes operate synchronistically as team members work together to solve complex problems. The current study aimed to investigate how two specific processes—relational reasoning (RR) and socially shared regulation of learning (SSRL)—unfold during a collaborative problem-solving (CPS) task. Specifically, the researcher assessed the extent to which different teams exhibited differential proportions of reasoning and regulation; how team activity was distributed across individuals; and, whether frequent sequences of reasoning and regulation could be identified. To address these aims, four teams of senior undergraduate students (n = 22) were recruited from a capstone design course in mechanical engineering. Over the course of the semester, teams conceptualized and prototyped a design to address a current market need. Each team was video-recorded during the conceptualization process—specifically, as teams evaluated and eliminated ideas from their corpus of designs. Team conversations were transcribed, segmented into utterances, and coded for the presence of RR, SSRL, and task-related and other talk. Results from chi-square tests of independence, social network analysis, and sequence mining revealed that teams indeed exhibited differential proportions of RR and SSRL, with antinomous reasoning and monitoring and control of consensus emerging as key CPS processes. Further, planning and reflection acted as bookends to CPS, while RR and monitoring processes co-occurred in the interim. Finally, CPS alternated between periods of activity that were shared more and less equally among team members. This study contributes to the literature on CPS by exploring the dynamic interplay between RR and SSRL and by demonstrating that CPS can be investigated at the micro level, meso level, and macro level. Methodologically, this study demonstrates how leveraging data mining techniques and assembling compelling visualizations can illustrate the recursive and cyclical character of RR and SSRL. Finally, limitations are noted, and implications for research and practice are forwarded.Item Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content(2018) Hattan, Courtney; Alexander, Patricia A; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Prior knowledge activation is foundational to students’ text comprehension. Yet, pedagogical techniques that teachers can use to prompt students’ knowledge activation are limited and empirical data on the relative effectiveness of those techniques is scant. Thus, the purpose of this dissertation was to investigate the effectiveness of traditional and novel knowledge activation techniques for supporting rural students’ comprehension of texts covering unfamiliar content. In this quasi-experimental study, 149 rural middle-school students were assigned to one of three conditions: knowledge mobilization (traditional), relational reasoning (new), or text annotation (control). Data were analyzed using structural equation modeling with text comprehension as the outcome variable and condition, relational reasoning ability, prior topic knowledge, gender, ethnicity, and grade level as predictor variables. The results demonstrated a statistically significant difference for overall comprehension between students in the relational reasoning condition and students in both the mobilization (β = 5.15, p < .00) and control conditions (β = 3.10, p < .00). There were no significant differences between students in the mobilization versus control conditions (β = -1.85, p = .07). Further, there were no comprehension differences for ethnic background or grade level. However, female students outperformed male students, and prior topic knowledge and relational reasoning ability were significant covariates in analysis. Qualitative analysis of follow-up conversations revealed the utility of the relational reasoning condition, especially for low-performing students. The results indicate that not all prior knowledge activation techniques are equally effective for all students engaged in the processing unfamiliar textual content. Additionally, the novel activation technique of relational reasoning proved highly effective for promoting students’ text comprehension.