Journal article
Student interaction discourse moves: characterizing and visualizing student discourse patterns
Disciplinary and Interdisciplinary Science Education Research, Vol.5(1), 2
01/19/2023
DOI: 10.1186/s43031-022-00068-9
Abstract
Student-centered instruction allows students to take ownership over their learning in the classroom. However, these settings do not always promote productive engagement. Using discourse analysis, student engagement can be analyzed based on how they are interacting with each other while completing in-class group activities. Previous analyses of student engagement in science settings have used methods that do not capture the intricacies of student group interactions such as the flow of conversation and nature of student utterances outside of argumentation or reasoning. However, these features are important to accurately assess student engagement. This study proposes a tiered analytical framework and visualization scheme for analyzing group discussion patterns that allow for a detailed analysis of student discourse moves while discussing scientific topics. This framework allows a researcher to see the flow of an entire conversation within a single schematic. The Student Interaction Discourse Moves framework can be used to extend studies using discourse analysis to determine how student groups work through problems.
Details
- Title: Subtitle
- Student interaction discourse moves: characterizing and visualizing student discourse patterns
- Creators
- Hannah T. Nennig - University of IowaNicole E. States - Department of Chemistry, University of IowaMarika T. Montgomery - Department of Chemistry, University of IowaSidney G. SpurgeonRenée S. Cole - Department of Chemistry, University of Iowa
- Resource Type
- Journal article
- Publication Details
- Disciplinary and Interdisciplinary Science Education Research, Vol.5(1), 2
- DOI
- 10.1186/s43031-022-00068-9
- ISSN
- 2662-2300
- eISSN
- 2662-2300
- Publisher
- Springer Nature Singapore
- Grant note
- 1915047 / National Science Foundation (http://dx.doi.org/10.13039/100000001)
- Language
- English
- Date published
- 01/19/2023
- Academic Unit
- Chemistry
- Record Identifier
- 9984361599702771
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