Interplay of group dynamics and science talk in a design based classroom

Authors:
Anushree Bopardikar;Dana Gnesdilow;Sadhana Puntambekar
Affiliations:
Department of Educational Psychology, University of Wisconsin-Madison, WI;Department of Educational Psychology, University of Wisconsin-Madison, WI;Department of Educational Psychology, University of Wisconsin-Madison, WI
Venue:
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 2
Year:
2009

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Abstract

This exploratory study investigated the interplay between science discourse and group dynamics of two groups of 6th graders over time as they learned in a technology-rich, inquiry-based science environment. Analysis showed that the group with problematic dynamics engaged in less science talk and failed to improve over time. Despite dynamics and dialogue differences between groups, both groups primarily focused on procedural aspects instead of science. Future studies of group collaboration over time are discussed.