Another Piece of the "Silence in PBL" Puzzle: Students' Explanations of Dominance and Quietness as Complementary Group Roles

Autor/inn/en	Skinner, Vicki J.; Braunack-Mayer, Annette; Winning, Tracey A.
Titel	Another Piece of the "Silence in PBL" Puzzle: Students' Explanations of Dominance and Quietness as Complementary Group Roles
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 10 (2016) 2, Artikel 8 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1607
Schlagwörter	Problem Based Learning; Teaching Methods; Decision Making; Power Structure; Group Dynamics; Student Attitudes; Focus Groups; Interviews; Cooperative Learning; Sociocultural Patterns; Ethnography; Dental Schools; Foreign Countries; Cross Cultural Studies; Undergraduate Students; Participant Observation; Australia; Ireland + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Gruppendynamik; Schülerverhalten; Interviewing; Interviewtechnik; Kooperatives Lernen; Soziokulturelle Theorie; Ethnografie; Ausland; Cultural comparison; Kulturvergleich; Teilnehmende Beobachtung; Australien; Irland
Abstract	A problem-based learning (PBL) assumption is that silence is incompatible with collaborative learning. Although sociocultural studies have reinterpreted silence as collaborative, we must understand how silence occurs in PBL groups. This essay presents students' explanations of dominance, leadership, and silence as PBL group roles. An ethnographic investigation of PBL groups, informed by social constructionism, was conducted at two dental schools (in Australia and Ireland). The methods used were observation, interviews, and focus groups. The participants were volunteer first-year undergraduates. Students attributed dominance, silence, and members' group roles to personal attributes. Consequently, they assumed that groups divided naturally into dominant leaders and silent followers. Sometimes silence had a collaborative learning function, but it was also due to social exclusion. This assumption enabled social practices that privileged some group members and marginalized others. Power and participation in decision making in PBL groups was restricted to dominant group members. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01