Abstract
The most effective student groups have more equal conversations, are better able to sustain their attention during periods of frustration, and sit closer to one another.
Highlights
This research began out of a set of informal observations of a highly student-centered interactive classroom
Central to the investigative science learning environment (ISLE) approach is the idea that physics students acquire scientific habits of mind and a deeper understanding of where scientific knowledge comes from by engaging in a process of doing physics that mirrors the practices and reasoning that physicists implement as they construct their knowledge [3]
III C below we have combined these disparate ideas that (a) people position themselves as experts or novices in a given conversation, and (b) people introduce degrees of uncertainty into their statements through hedges and inflections, thereby softening their “expert” position. In this way we have extended previous work on positioning in which researchers mainly focused on students assuming either an expert or a novice position in conversation
Summary
This research began out of a set of informal observations of a highly student-centered interactive classroom. The classroom consisted of groups of students working together on investigative science learning environment (ISLE) activities [1] in a studiolike setting [2] with little formal lecturing. Central to the ISLE approach is the idea that physics students acquire scientific habits of mind (often referred to as scientific abilities) and a deeper understanding of where scientific knowledge comes from by engaging in a process of doing physics that mirrors the practices and reasoning that physicists implement as they construct their knowledge [3]. Students who learn physics in a class that implements the ISLE approach engage in carefully scaffolded but openended activities that have specific epistemic (knowledgegenerating) goals.
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