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Abstract Title: Equity and off-task discussion in a collaborative small group
Abstract Type: Contributed Poster Presentation
Abstract: Participation in sensemaking discourse is widely seen as important to students' learning in physics classes. Many physics curricula and pedagogical strategies use collaborative small group activities to create opportunities for students to engage in authentic sensemaking discourse. But we know collaborative small groups can function inequitably. Access to discourse in them is co-constructed by group members and impacted by both the histories of individual members and the cultural attitudes and expectations they bring. As a result, some students can be marginalized and excluded from fair access to valuable participation in discourse. In this study I focus on one student, "Jessica", who was an infrequent participant and arguably a low-influence member of her collaborative small group. Because she was frequently denied fair access to participation in the sensemaking discourse, Jessica is a type of student our research community needs to focus on as we work to understand the dynamics of collaborative small groups. Drawing on video data of the small group, my aim in this study is to understand how Jessica negotiated her, albeit infrequent, episodes of participation in on-task discussion. Positioning theory serves as my primary analytic framework, and I use it to show Jessica negotiated such opportunities by establishing access to the conversational floor and/or positioning with authority for herself in off-task discourse and then leveraged that to negotiate access to the group's on-task discourse.
Session Time: Poster Session 3
Poster Number: III-44
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Paul Hutchison
Grinnell College
Grinnell, IA 50112
Phone: 6419902726