The Influence of Group Dynamics on Collaborative Scientific Argumentation.
The Influence of Group Dynamics on Collaborative Scientific Argumentation.
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群体动力对协作科学论证的影响。
DOI：
10.12973/eurasia.2015.1338a
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发表时间：
2015
影响因子：
--
通讯作者：
W. Sandoval
中科院分区：
文献类型：
--
作者：
S. Ryu;W. Sandoval
研究已经解决了什么样的教学条件可能会抑制或促进科学论证。然而，很少有研究关注影响协作论证的人际因素。本研究考察了人际因素对群体动力的影响，这些因素影响了三组不同能力的学生在合作解释一个复杂的科学问题时的合作论证特征。我们转录并编码了三组七年级学生的录像带，同时他们进行了在线科学调查和解释。研究方法包括语境分析、语篇映射和定性案例比较。结果表明，明确的任务完成目标允许一个成员主导小组讨论，这阻止了实质性的辩论。学生主要关注任务识别，较少谈论他们的数据的意义。我们的分析表明，社会冲突可能会促进更多的实质性论证。我们讨论如何在合作过程中支持更持久的论证。
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.