The Influence of Group Dynamics on Collaborative Scientific Argumentation

Autor/inn/en	Ryu, Suna; Sandoval, William A.
Titel	The Influence of Group Dynamics on Collaborative Scientific Argumentation
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 2, S.335-351 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Group Dynamics; Persuasive Discourse; Cooperative Learning; Teamwork; Scientific Literacy; Grade 7; Investigations; Qualitative Research; Protocol Analysis; Group Discussion; Performance Factors; Interpersonal Relationship; Inquiry; Plants (Botany); Video Technology; Decision Making; Social Cognition; Low Achievement; High Achievement; Interaction Process Analysis; Discourse Modes; California + Suchen Sie Ihr Suchwort? Gruppendynamik; Persuasion; Persuasive Kommunikation; Kooperatives Lernen; School year 07; 7. Schuljahr; Schuljahr 07; Untersuchung; Qualitative Forschung; Gruppendiskussion; Leistungsindikator; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pflanze; Decision-making; Entscheidungsfindung; Soziale Kognition; Unterdurchschnittliche Leistung; Prozessanalyse; Diskursethik; Kalifornien
Abstract	Research has addressed what instructional conditions may inhibit or promote scientific argumentation. Little research, however, has paid attention to interpersonal factors that influence collaborative argumentation. The present study examines the ways interpersonal factors affected group dynamics, which influence the features of collaborative argumentation among three groups of students of different ability as they collaborated to explain a complex scientific question. We transcribed and coded videotapes of three groups of 7th grade students while they performed an online science investigation and explanation. Methods included contextual analysis, discourse mapping, and qualitative case comparison. The results suggested that the clear goal of task completion allowed a single member to dominate group discussions, which prevented substantive argumentation. Students were mainly concerned about task identification and talked less about the meaning of their data. Our analyses suggest that social conflict may promote more substantive argumentation. We discuss ways to support more sustained argumentation during collaboration. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01