Dialogical PISA: correct answers are all alike, every incorrect answer is incorrect in its own way

• Autores: Aleksander Baucal, Dragica Pavlović-Babić, Smiljana Jošić
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 33, Nº 3, 2018 (Ejemplar dedicado a: Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment / coord. por Roger Säljö, Jelena Radisic), págs. 467-487
• Idioma: inglés
• DOI: 10.1007/s10212-018-0371-3
• Texto completo no disponible (Saber más ...)
• Resumen

  • Why do students give incorrect answers in PISA? What are the reasons for giving incorrect answers? Do all incorrect answers reflect only the lack of competence or might even a competent child make a mistake? The aim of this article is to contribute to a better understanding of these issues. In the current investigation, we selected six students who responded incorrectly to one PISA question in mathematics or science when they solved it individually. Then, we analyzed their understanding of the PISA task and their reasoning about it through a dialogical problem solving in triads to identify why they made an incorrect answer. Moreover, we tried to determine how the shared peer interaction might change the understanding and reasoning of the child and enable her/him to solve the task. The results of this study illustrate the differences between incorrect answers reflecting lack of competence and those incorrect answers, which appear for some other reasons. Based on the dialogical problem solving approach, we analyzed these two types of incorrect answers and the reasoning trajectories behind them.

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