Untitled

Ritchie, Stephen M.

doi:10.1023/a:1015046621428

Cited by 52 publications

(7 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Figure 9, in turn, shows an example of the unbalanced nature of the dynamics of the interaction in pair 29. Figure 9 gives an example of an explicit disagreement (Richie 2002; Simpson et al 2017) in which student 29A shortly questions his partner’s proposal of the possible steps to reach the problem solution, favouring his own idea. Figure 9 displays the pivotal moment for pair 29 when the idea of how to solve the task is crystallised for student B.…”

Section: Resultsmentioning

confidence: 99%

Pair interactions in online assessments of collaborative problem solving: case-based portraits

Pöysä-Tarhonen

Care

Awwal

et al. 2018

RPTEL

View full text Add to dashboard Cite

This exploratory case study focuses on how pairs of students can build a shared understanding and acquire collaborative problem-solving (CPS) practices during an online assessment of CPS skills, which is seen in the context of the CPS construct, in a symmetrical and asymmetrical task type. Even though CPS is widely recognised as a core twenty-first-century competency, its nature is not yet well understood. Also, until recently, most of studies have focused on the individual's solution to a problem or on the skills individuals bring into a problem-solving space. This study extends from an individual-to group-level focus in CPS, emphasising the role and quality of the social aspects in CPS processes and outcomes. Focusing on the group level because it mediates multiple levels of learning, including individual cognition and socio-cultural practices, may provide us with a better understanding of how pairs establish CPS practices. Because of the complexity of CPS and the general challenges of remote collaboration in an online context, the study relies on the triangulation of multiple data sources and phases of analysis. In this paper, the aim is to explore and visualise through contrasting case-based portraits of two pairs how micro-interaction processes evolve at the pair level. The results show that despite students' similar CPS performance outcome scores and task designs aimed to facilitate collaboration, variations in micro-interactions occur across pairs, for example as individual and joint solution endeavours and as balanced and unbalanced dynamics of group interactions. Studying these patterns at the pair level may provide new insights into CPS and support strategies for acquiring these practices.

show abstract

Section: Resultsmentioning

confidence: 99%

Pair interactions in online assessments of collaborative problem solving: case-based portraits

Pöysä-Tarhonen

Care

Awwal

et al. 2018

RPTEL

View full text Add to dashboard Cite

show abstract

“…CPDE also requires amplifying student voice to ascertain what they actually think about disciplinary ideas and debates. In particular, microethnographic and microanalytic techniques that focus on the embodied and discursive acts of learners is essential to this work, much as we have seen in studies of minoritized children's identity development (e.g., Bishop, 2012;Langer-Osuna, 2016;Ritchie, 2002). For this reason, beyond mainstays of ethnographic inquiry like observations and interviews, CPDE also invites contemporary methods like Family Forest Walks (Marin & Bang, 2018) and Photovoice (Harper, 2017) to amplify the diversity of perspectives children may have of their immediate environments.…”

Section: Discussionmentioning

confidence: 99%

Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science

Agarwal

Sengupta-Irving

2019

Cognition and Instruction

View full text Add to dashboard Cite

Engle and Conant's productive disciplinary engagement (PDE) framework has significantly advanced the study of learning in mathematics and science. This artilce revisits PDE through the lens of critical education research. Our analysis synthesizes two themes of power: epistemic diversity, and historicity and identity. We argue that these themes, when integrated into PDE, strengthen it as a tool for design and analysis of disciplinary learning in relation to power and personhood, and describe the broadened framework of connective and productive disciplinary engagement (CPDE). By comparing and contrasting the use of PDE and CPDE in relation to two cases of classroom learning-for science, Warren et al.'s metamorphosis and for mathematics, Godfrey and O'Connor's measurement-we demonstrate how CPDE surfaces issues of history, power, and culture that may otherwise be overlooked by PDE alone. In particular, we analyze how CPDE makes visible unseen identities and generative resources of disciplinary knowing and doing among minoritized students. We discuss how the revised framework redresses epistemic injustice experienced by minoritized learners held to the narrow rubric of western epistemologies and compels close attention to the diversity of human activity in mathematics and science. Further, we elaborate how it provides a structure for teachers, teacher educators, and researchers to design and analyze learning environments as safeguarding the rightful presence of minoritized learners in STEM classrooms and beyond. Among its many contributions, the learning sciences has progressed our understanding of students' disciplinary engagement in and out of school. Within this body of research, Engle and Conant's (2002) productive disciplinary engagement (PDE) has made an indelible mark as a framework of design and analysis of disciplinary learning in relation to cultural and linguistic diversity (Engle, 2012). It emerged through the study of science learning in Fostering

show abstract

“…Although we grouped students, hoping that they would collaborate productively with one another, we are well aware that small group work is not always productive [63]. That is, students take more or less productive positions depending on their group interactions [64,65]. Some students said during the interviews that they enjoyed working as a group and that all group members contributed during the project.…”

Section: Discussionmentioning

confidence: 99%

Promoting Sustainability in University Classrooms Using a STEM Project with Mathematical Modeling

Suh

Han

2019

Sustainability

View full text Add to dashboard Cite

The purpose of this study was to explore how a science, technology, engineering, and mathematics (STEM) project with mathematical modeling influenced student competencies regarding sustainability in a university classroom. We used mixed methods with a convergent parallel design. Forty-two students participated in a STEM project during six consecutive sessions of an algebra class. Before and after the STEM project, the students completed surveys about their perceptions of the mathematical modeling approach. Semi-structured interviews and daily reflection sheets from 10 volunteers were used in qualitative analyses. According to the results of the quantitative analysis, after the completion of the STEM project students perceived that mathematical modeling is a useful tool for recognizing problem situations in the present, for predicting future societal changes, and identifying possible solutions to balance the needs of present and future generations. Our qualitative examination revealed that students’ modeling processes did not necessarily follow processes suggested by prior studies. In fact, students perceived more opportunities to practice modeling processes than we predicted. In addition, students indicated that their increased awareness of STEM projects provided opportunities to practice an interdisciplinary approach and to consider current and future real-world situations. We discuss the implications of our results for teaching sustainability using STEM projects and offer suggestions for future research.

show abstract

Untitled

Cited by 52 publications

References 17 publications

Pair interactions in online assessments of collaborative problem solving: case-based portraits

Pair interactions in online assessments of collaborative problem solving: case-based portraits

Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science

Promoting Sustainability in University Classrooms Using a STEM Project with Mathematical Modeling

Contact Info

Product

Resources

About