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Abstract Title: Epistemology, sense making, and social dynamics in group work
Abstract: We often ask our physics students to work in groups---on tutorials, during in-class discussions, and on homeworks, projects, or exams. Researchers have documented the benefits of group work for students' conceptual mastery and problem solving skills, and have worked to optimize the productivity of group work by assigning roles and composing groups based on performance levels or gender. However, it is less common for us as instructors and researchers to attend to the social dynamics and interactions among students within a collaborative setting. In this work, we identify an epistemological element of group work---students' stances towards what it means to generate knowledge in a group---and investigate how these stances interact with the sense making and social dynamics in one group problem solving session. Understanding these fine-grained interactions is one way to begin to understand how to support students in engaging in productive and equitable group work.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B63

Author/Organizer Information

Primary Contact: Jessica R. Hoehn
University of Colorado Boulder
390 UCB
Boulder, CO 80309
Co-Author(s)
and Co-Presenter(s)
Julian D. Gifford (University of Colorado Boulder), Brandon James Johnson (University of Maryland), Erin Ronayne Sohr (University of Maryland), Noah D. Finkelstein (University of Colorado Boulder), Ayush Gupta (University of Maryland), Andrew Elby (University of Maryland)