How a Marginalized Student's Attempts to Position Himself as an Accepted Member Are Constrained or Afforded in Small-Group Argumentation

Autor/inn/en	Ha, Heesoo; Kim, Heui-Baik
Titel	How a Marginalized Student's Attempts to Position Himself as an Accepted Member Are Constrained or Afforded in Small-Group Argumentation
Quelle	In: Cultural Studies of Science Education, 17 (2022) 3, S.915-935 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-021-10100-5
Schlagwörter	Foreign Countries; Persuasive Discourse; Science Instruction; Power Structure; Group Dynamics; Group Activities; Student Participation; Teaching Methods; Equal Education; South Korea + Suchen Sie Ihr Suchwort? Ausland; Persuasion; Persuasive Kommunikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gruppendynamik; Gruppenaktivität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Korea; Republik
Abstract	Argumentation activities in the science classroom bring students' social relationships to the forefront, which can make it difficult for a student who is marginalized in peer relationships to participate in discussions. In this study, we qualitatively analyzed how a marginalized student's attempts to position himself as an accepted member of small-group argumentation activities were constrained or afforded by other group members in a Korean science classroom. The results show that the students limited the marginalized student's participation by shifting to unproductive framing. The following two features were identified when the marginalized student's ideas were addressed in the discussions: (a) his idea was acknowledged as being closer to group members' understanding of the argumentation activity in the science classroom, and (b) he invited the other students to modify his understanding. This study's findings provide useful information for designing instructional strategies that provide equitable learning opportunities in argumentation activities in the science classroom. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01