Learning by Collaborating: Convergent Conceptual Change

  • Roschelle J
  • 367


    Mendeley users who have this article in their library.
  • 430


    Citations of this article.


The goal of this article is to construct an integrated approach to collaboration and conceptual change. To this end, a case of conceptual change is analyzed from the point of view of conversational interaction. It is proposed that the crux of collaboration is the problem of convergence: How can two (or more) people construct shared meanings for conversations, concepts, and experiences? Collaboration is analyzed as a process that gradually can lead to convergence of meaning. The epistemological basis of the framework of analysis is a relational, situated view of meaning: Meanings are taken to be relations among situations and verbal or gestural actions. The central claim is that a process described by four primary features can account for students' incremental achievement of convergent conceptual change. The process is characterized by (a) the production of a deep-featured situation, in relation to (b) the interplay of physical metaphors, through the constructive use of (c) interactive cycles of conversational turn-taking, constrained by (d) the application of progressively higher standards of evidence for convergence.

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Get full text


  • Jeremy Roschelle

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free