Abstract
In “It’s the magic circle”! cogenerative dialogue is used to create a safe environment to address emotional conflicts in a project-based learning (PBL) science internship. Hsu is drawing on polyvagal theory (PVT) and event-oriented enquiry to show how educators can use cogens as a pedagogical tool to successfully address emotional conflicts between scientists and high school students in a PBL science internship through respectful communication emphasising equality. Cogenerative dialogues (cogens) have been used as a methodological and pedagogical tool for a number of years. Cogens can transform teaching and learning environments, produce positive emotional energy, increase participation of stakeholders and give voice to participants. The event “the Lucy incident” that is central to Hsu’s study occurred when a cogen was conducted that did not adhere to the rules of cogen and the dominant voice of the scientist became central. “The Lucy incident” was a significant event that transformed the interactions amongst all participants afterwards. After reading Hsu’s paper, we were intrigued by some similarities between her study and our research. In a previous study by Jennifer Oakley (Understanding emotional climate: interaction rituals and cogenerative dialogue in a beginning science teacher’s classroom, Queensland University of Technology, 2016) of cogen in a beginning science teacher’s classroom, a similar exertion of power by a classroom teacher resulted in a failed cogen. Thus, in this forum paper, we aim to address those similarities and discuss the differences through the lenses of PVT and interaction ritual theory.
Resumen
En el Proyecto denominado “El círculo mágico”! se usaron diálogos cogenerativos (cogen) para crear un ambiente seguro que permitiera abordar los conflictos emocionales durante estancia de aprendizaje de las ciencias basado en proyectos. Hsu se basa esta investigación en la teoría polivagal (PVT) y orienta la investigación a eventos para mostrar cómo los educadores pueden usar diálogos cogeneraticos (cogens) como una herramienta pedagógica para abordar con éxito los conflictos emocionales entre científicos y estudiantes de secundaria durante una estancia de aprendizaje de las ciencias basada en proyectos de PBL a través de comunicación respetuosa enfatizando en la igualdad. Los cogens se han utilizado como instrumento metodológico y pedagógico durante varios años. Los cogens pueden transformar los entornos de enseñanza y aprendizaje, producir energía emocional positiva, aumentar la participación de los interesados y dar voz a los participantes. El evento “el incidente de Lucy”, que es central para el estudio de Hsu, ocurrió cuando se llevó a cabo un cogen y no se adhirió a las reglas en consecuencia la voz dominante del científico se convirtió en central. “El incidente de Lucy” fue un evento significativo que transformó las interacciones entre todos los participantes. Después de leer el trabajo de Hsu nos intrigaron por algunas similitudes entre su estudio y nuestra investigación. En un estudio previo de Jennifer Oakley (2016) de cogens de un nuevo profesor de Ciencias, un ejercicio similar de poder por parte de un profesor de aula resultó en un fallo de cogen. Por lo tanto, en este foro, nuestro objetivo es abordar esas similitudes y discutir las diferencias a través de las lentes de PVT y la teoría ritual de interacción.
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Acknowledgements
The authors would like to thank the Lead Editor, Dr. Kenneth Tobin for his feedback and encouragement through the process of writing this paper. We are grateful to Dr. Floren Plaza for preparing a Spanish language version of the abstract for this paper.
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This review addresses issues raised in Pei-Ling Hsu’s paper entitled: “It’s the magic circle”! using cogenerative dialogues to create a safe environment to address emotional conflicts in a project-based learning science internship. https://doi.org/10.1007/s11422-018-9906-9.
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Henderson, S., Oakley, J.L. & King, D. Using cogenerative dialogue to address heightened emotions with difficult students. Cult Stud of Sci Educ 15, 99–110 (2020). https://doi.org/10.1007/s11422-019-09948-5
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DOI: https://doi.org/10.1007/s11422-019-09948-5