Taking an Escape Hatch: Managing Tension in Group Discourse

Autor/inn/en	Sohr, Erin Ronayne; Gupta, Ayush; Elby, Andrew
Titel	Taking an Escape Hatch: Managing Tension in Group Discourse
Quelle	In: Science Education, 102 (2018) 5, S.883-916 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sohr, Erin Ronayne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21448
Schlagwörter	Problem Solving; Group Dynamics; Interpersonal Relationship; Video Technology; Cooperative Learning; Undergraduate Students; Controversial Issues (Course Content); Epistemology; Peer Relationship; Emotional Response; Teaching Methods; College Faculty; Conflict + Suchen Sie Ihr Suchwort? Problemlösen; Gruppendynamik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kooperatives Lernen; Controversial issues; Kontroverse; Erkenntnistheorie; Peer-Beziehungen; Emotionales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Konflikt
Abstract	Problem solving in groups can be rich with tension for students. This tension may arise from conflicting approaches (conceptual and/or epistemological) and/or from conflict emerging in the social relations among group members. Drawing on video records of undergraduate students working collaboratively, we use three cases to illustrate the multifaceted ways in which conflict arises--combining conceptual, epistemological, and socioemotional dynamics--and a specific way of managing the tension that can emerge from the multifaceted conflict, "taking an escape hatch." An escape hatch is a set of discourse moves through which participants close the conversational topic, thereby relieving tension, but before a conceptual resolution is achieved. We describe how epistemological twists and turns can be recruited as a means of managing the strong emotions experienced by the students, showing the coupling of emotion and epistemology in students' conceptual sense making during group work. We help to provide the groundwork necessary for instructors to notice, understand, and respond to one way in which conceptual--epistemological--social--emotional aspects of interaction are coupled in the emergence of tension, rather than narrowly targeting instructional moves based on only conceptual or epistemological considerations. Instead, instructors should often respond to--and help students become aware of--the emotional component of peer interactions and its entanglement with the "cold cognitive" conceptual and epistemological components. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01