Cultural Studies of Science Education

, Volume 9, Issue 2, pp 469–475

Perspectives on positioning, interaction, and learning in small-group discussion: possibilities for extending the analytic lens


DOI: 10.1007/s11422-012-9440-0

Cite this article as:
Kittleson, J.M. & Wilson, R.E. Cult Stud of Sci Educ (2014) 9: 469. doi:10.1007/s11422-012-9440-0


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.


Group dynamics Discourse Gender Positioning 

Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.Department of Mathematics and Science EducationThe University of GeorgiaAthensUSA
  2. 2.Department of Curriculum and InstructionAppalachian State UniversityBooneUSA

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