Perspectives on positioning, interaction, and learning in small-group discussion: possibilities for extending the analytic lens
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In this forum piece, we respond to Karin Due’s study of social dynamics in groups of students in physics class and gender issues that play out in this context. We discuss two threads that appear in Due’s paper: one pertains to patterns of talk within groups and how these patterns open up possibilities for learning, the other pertains to ways in which gender is constructed within groups and made visible via discourse. Our comments are intended to provide alternative ways of thinking about such issues. We hope to provide insight into how to deepen analyses of group dynamics and gender because research in both areas is important in terms of understanding how social contexts support and/or constrain learning, gender identity, and the like.
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- Perspectives on positioning, interaction, and learning in small-group discussion: possibilities for extending the analytic lens
Cultural Studies of Science Education
Volume 9, Issue 2 , pp 469-475
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Group dynamics
- Author Affiliations
- 1. Department of Mathematics and Science Education, The University of Georgia, 212 Aderhold Hall, Athens, GA, 30605, USA
- 2. Department of Curriculum and Instruction, Appalachian State University, Edwin Duncan Hall, Boone, NC, 28608, USA