The role of discourse in group knowledge construction: A case study of engineering students
The role of discourse in group knowledge construction: A case study of engineering students
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话语在群体知识建构中的作用：以工科学生为例
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
S. Southerland
中科院分区：
文献类型：
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作者：
Julie M. Kittleson;S. Southerland
本定性研究考察了话语（语言的言语要素）和话语（与语言使用有关的非言语要素，如思维方式、价值观、工具和技术的使用）在机械工程专业学生群体知识建构过程中的作用。数据包括采访，参与者观察，以及一组学生在他们的高级设计项目的实验室会议的成绩单。这些数据是用话语分析来分析的，重点是概念谈判的实例，在这种互动中，许多人对不断发展的概念对话做出了贡献。在这种情况下，尽管教师试图加强小组成员的合作，概念谈判是罕见的。为了理解这种罕见性，我们确定了与工程话语相关的主题，其中包括参与者对小组工作目的的假设，对有效小组的看法，以及他们的认识论和本体论。我们探讨了与工程话语相关的主题如何在小组如何以及何时进行概念谈判中发挥作用。我们发现，与工程话语相关的潜在意识形态和假设对群体基于概念的互动既有促进作用，也有抑制作用。©2004 Wiley期刊公司中国科学与教育学报（英文版），2004
This qualitative study examined the role of discourse (verbal elements of language) and Discourse (nonverbal elements related to the use of language, such as ways of thinking, valuing, and using tools and technologies) in the process of group knowledge construction of mechanical engineering students. Data included interviews, participant observations, and transcripts from lab sessions of a group of students working on their senior design project. These data were analyzed using discourse analysis focusing on instances of concept negotiation, interaction in which multiple people contribute to the evolving conceptual conversation. In this context, despite instructors' attempts to enhance the collaboration of group members, concept negotiation was rare. In an effort to understand this rarity, we identified themes related to an engineering Discourse, which included participants' assumptions about the purpose of group work, the views about effective groups, and their epistemologies and ontologies. We explore how the themes associated with the engineering Discourse played a role in how and when the group engaged in concept negotiation. We found that underlying ideologies and assumptions related to the engineering Discourse played both facilitating and inhibitory roles related to the group's conceptually based interactions. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 267–293, 2004