Social Positioning in Small Group Interactions in an Investigative Science Learning Environment Physics Class

Autor/inn/en	Brookes, David T.; Yang, Yuehai; Nainabasti, Binod
Titel	Social Positioning in Small Group Interactions in an Investigative Science Learning Environment Physics Class
Quelle	In: Physical Review Physics Education Research, 17 (2021) 1, Artikel 010103 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brookes, David T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Ethnography; Physics; Science Instruction; Video Technology; Teaching Methods; Coding; Classroom Communication; Learning Activities; Cooperative Learning; Group Dynamics; Social Theories; Introductory Courses; Calculus; Undergraduate Students; First Generation College Students; Problem Solving + Suchen Sie Ihr Suchwort? Ethnografie; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Codierung; Programmierung; Klassengespräch; Lernaktivität; Kooperatives Lernen; Gruppendynamik; Gesellschaftstheorie; Einführungskurs; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Problemlösen
Abstract	We conducted a semester-long ethnographic study of group work in a physics class that implemented the investigative science learning environment approach. Students' conversations were videotaped while they were engaged in group learning activities. Our primary research goal was to better understand what factors made some groups more effective than others. We developed a coding scheme that uses particular modality markers such as hedging and upward inflection to identify how students "position" themselves in these group conversations. Additionally we quantified group effectiveness by how many key ideas in a particular activity a group negotiated and resolved through the course of their conversation. This research builds on theories of social positioning that posit that groups are more effective when their discussion is more equitable. Our exploratory study indicates that groups whose participants position themselves in a more equitable way, are more effective at completing challenging physics activities and resolving areas of confusion that arise. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01