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Abstract Title: Social Positioning And Consensus Building In Student-Led Whole-Class Discussions
Abstract: This poster analyzes examples of whiteboard meetings from a college calculus-based introductory physics course taught using University Modeling Instruction.  In that pedagogy, students work in small groups to create a solution to the same problem on a 2'x 3' whiteboard.  They then sit in a large circle with their whiteboards held facing in and conduct a student-led whole-class discussion ("board" meeting) to reach a consensus.  Examples are given of conversations where students did and did not overcome sharp disagreements to eventually reach whole-class consensus.  We examine how social positioning contributed to students either successfully examining and resolving different ideas or failing to do so.  Initial results from two different "board" meetings tentatively support the idea that students who used a social position of "hedging" their statements seemed to "open up" the space for discussion, while those who were more direct seemed to "close" it down.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B43
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Brant Hinrichs
drury university
and Co-Presenter(s)
David Brookes, California State University, Chico
Jake Nass, drury university

Contributed Poster

Contributed Poster: Download the Contributed Poster