Microdynamics of discussions that support the growth of causal reasoning

This study aims to understand the construction of multilink causal reasoning chains during collaborative discussions in elementary school classrooms. The construction of reasoning chains was investigated in 24 collaborative discussions involving 160 underserved fifth-grade children. The effects of moment-by-moment situational influences on seven causal chain models were tracked in the discussions. A temporal analysis of chain production indicated that the construction of causal chains accelerated over the course of the discussions. The turn-by-turn analysis of chain construction revealed that once a causal chain was initiated, it was likely to continue for at least three speaking turns. Agreement among group members and support from leaders and socially centered students extended the chain of reasoning. However, refutation and disagreement stopped the chain because the group had to resolve disputed ideas in order to develop a shared understanding. Students’ redirection of the topic served as a resetting mechanism for the chaining process. Once the topic was reset by a student, it was more likely for the current speaker to start a causal chain. Overall, the microgenetic analysis of the moment-by-moment exchanges within groups of children provides a more complete and precise picture of the process from which an important new intellectual competency emerges.