In gesprek
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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Learning is entering the discourse of a community of knowledgeable peers. However, in Dutch secondary education student discourse during autonomous working does not reflect the discourse of the community of the subject, but it reflects the discourse of the community of the school: the discourse of how to be a good student. Because both the teacher's verbal behavior and the formulation of the task strongly focus on procedural aspects like how to proceed in completing the task correctly, students mainly interact about the procedure of the task. They even perceive correct completion of higher importance than understanding the content of the task. And although students interact much more about the task during seatwork than both teachers and students had expected and they often know how to solve a task, they do not know why their answer is correct. Students are working very hard doing it wrong to do it right.


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  • Article Type: Research Article
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