Learning from the Periphery in a Collaborative Robotics Workshop for Girls

Autor/inn/en	Sullivan, Florence R.; Keith, Kevin; Wilson, Nicholas C.
Titel	Learning from the Periphery in a Collaborative Robotics Workshop for Girls
Quelle	In: Universal Journal of Educational Research, 4 (2016) 12, S.2814-2825 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Computer Science; Robotics; Females; Cooperative Learning; Workshops; Middle School Students; Video Technology; Audio Equipment; Interaction; Group Discussion; Discourse Analysis; Group Dynamics; Student Participation; Qualitative Research; Massachusetts + Suchen Sie Ihr Suchwort? Informatik; Robotertechnik; Weibliches Geschlecht; Kooperatives Lernen; Lernwerkstatt; Schulung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Audio-CD; Interaktion; Gruppendiskussion; Diskursanalyse; Gruppendynamik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Qualitative Forschung; Master-Studiengang
Abstract	This study investigates how students who are peripherally positioned in computer science-based, collaborative group work meaningfully engage with the group activity in order to learn. Our research took place in the context of a one-day, all-girl robotics workshop, in which the participants were learning to program robotic devices. A total of 17 girls, ages 8-13 (M = 11.725) participated in the workshop. Participants were recruited from local middle schools, through the technology teacher. Data collection consisted of video and audiotaping all group interactions over the daylong workshop. The group discussions were then fully transcribed. In this study, we focus on two students from different groups who had less direct contact with the materials, and were thus positioned peripherally. We used microgenetic learning analytic techniques to analyze discourse patterns in order to characterize the engagement of both the two groups of which the students were a part, as well as the two students themselves. One of the groups demonstrated stronger coordination from a discourse perspective and the focal student in that group exhibited meaningful engagement, while the other group demonstrated weaker coordination from a discourse perspective and the focal student exhibited marginal engagement. This contrast allows us to begin to build a picture of the factors that support learning from the periphery. Our results indicate that agency exhibited in well-coordinated group discussions is a key aspect of meaningful engagement. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01