PERC 2019 Abstract Detail Page
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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 |
| Co-Author(s) and Co-Presenter(s) |
David Brookes, California State University, Chico Jake Nass, drury university |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
