Building Shared Understandings in Introductory Physics Tutorials through Risk, Repair, Conflict & Comedy

Autor/in	Conlin, Luke D.
Titel	Building Shared Understandings in Introductory Physics Tutorials through Risk, Repair, Conflict & Comedy
Quelle	(2012), (169 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Maryland, College Park
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	97-8-1267-4791-12
Schlagwörter	Hochschulschrift; Dissertation; Physics; Science Instruction; Inquiry; Cooperative Learning; Concept Formation; Scientific Concepts; Comprehension; Mechanics (Physics); Persuasive Discourse; Peer Influence; Group Discussion; Teaching Methods; Epistemology; Interaction; Introductory Courses; Conflict; Guides; Video Technology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Concept learning; Begriffsbildung; Verstehen; Verständnis; Mechanik; Persuasion; Persuasive Kommunikation; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Interaktion; Einführungskurs; Konflikt; Handbuch; Leitfaden
Abstract	Collaborative inquiry learning environments, such as "The Tutorials in Physics Sensemaking," are designed to provide students with opportunities to partake in the authentic disciplinary practices of argumentation and sensemaking. Through these practices, groups of students in tutorial can build shared conceptual understandings of the mechanisms behind physical phenomena. In order to do so, they must also build a shared epistemological understanding of what they are doing together, such that their activity includes collaboratively making sense of mechanisms. Previous work (Conlin, Gupta, Scherr, & Hammer, 2007; Scherr & Hammer, 2009) has demonstrated that tutorial students do not settle upon only one way of understanding their activity together, but instead build multiple shared ways of understanding, or "framing" (Scherr & Hammer, 2009; Tannen, 1993a), their activity. I build upon this work by substantiating a preliminary finding that one of these shared ways of framing corresponds with increased evidence of the students' collaboratively making sense of physical mechanisms. What previous research has not yet addressed is "how" the students come to understand their activity as including collaborative sensemaking discussions in the first place, and how that understanding develops over the course of the semester. In this dissertation, I address both of these questions through an in-depth video analysis of three groups' discussions throughout the semester. To build shared understandings through scientific argumentation and collaborative sensemaking, the students need to continually make repairs of each other's understanding, but this comes with the risk of affective damage that can shut down further sensemaking discussions. By analyzing the discourse of the three groups' discussions throughout the semester, I show how each group is able to manage this essential tension as they each build and maintain a safe space to sensemake together. I find that the three groups differ in how soon, how frequently, and how deeply they engage in collaborative scientific sensemaking. This variability can be explained, in part, through differences in how the groups use hedging, irony, and other discourse moves that epistemically distance the speakers from their claims. This work highlights the connection between students' epistemology and affect in face-to-face interaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10