PERC 2016 Abstract Detail Page
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| Abstract Title: | Multimodal analysis of the interactional work of transforming participation structures in a middle-school classroom |
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| Abstract: | Participation frameworks in classrooms are co-constructed and co-maintained by the interactional work of teachers and students. We show how sequential, multimodal analysis of video records can reveal the embodied resources participants enlist to achieve transformations in participation frameworks during group-work when a teacher has been called over to help in a middle school Project-Based Inquiry Science (PBIS) course. Our ethnomethodological analysis traces the process of how an epistemically asymmetrical, teacher-led Initiation, Response, Evaluation (IRE) sequence is re-negotiated into an epistemically symmetrical, student-led inquiry sequence that eventually excludes the teachers' contributions. Our multimodal analysis is able to show how students' sensitivity and responsiveness to prosodic cues enable them to differentiate known-answer questions from felicitous, information-seeking questions. Creating opportunities for and sustaining student-led inquiry sequences are interactional achievements rather than solely the achievement of curricular design and therefore require fine-grained video analyses of classroom interaction. |
| Abstract Type: | Symposium Talk |
| Parallel Session: | Methodologies for Video-Based Research in PER |
Author/Organizer Information | |
| Primary Contact: |
Benedikt W. Harrer San Jose State University |
| Co-Author(s) and Co-Presenter(s) |
Virginia J. Flood |
Invited Presentation | |
| Invited Presentation: | Download the Invited Presentation |
