Co-construction of academic concepts: How facilitator scaffolding for student pairs shapes interaction dynamics

This study examined the interactive dynamics between researchers and participantsduring the co-construction of academic concepts. Embracing a socio-constructivistapproach, messages, categories, and correlations were scrutinised across multiple activitysegments. The study involved 12 pairs of university students and a facilitator-researcher.The researcher intervened in the interaction by scaffolding, including (a) alternating theparticipation of subjects; (b) understanding and evaluating the partner; and (c) dissentingbetween positions. At no point did the researcher act as a teacher or explain concepts,nor did the researcher evaluate content. The researcher´s messages influencedparticipants´ responses, generating distinct interaction patterns: some responded directly,while others engaged in deeper explorations and reflections. Open-ended questionsprompted diverse responses and deeper reflections, whereas more specific inquirieslimited the breadth of responses. Two profiles of dyadic interaction emerged: onedisplayed a progressive internalisation of questions, reflecting greater autonomy; theother revealed more direct and less reflective responses. Correlations underscored theresearcher´s influence on interactive dynamics. These findings highlight how selectiveintervention by the researcher shapes interaction dynamics, impacting the depth andbreadth of responses, emphasising the importance of questioning strategies, and therelevance of fostering collaborative environments that promote autonomy and reflection.