The influences of group dialog on individual student understanding of science concepts.

ABSTRACT:

Background

Cooperative and inquiry-based pedagogies provide a context for classroom discourse in which students develop joint understanding of subject matter knowledge. Using the symbolic interactionist perspective that meaning is constructed as individuals interact with one another, we examined how student groups enrolled in an undergraduate general chemistry course developed sociochemical norms that influenced individual student understanding of chemical concepts. Sociochemical norms refer to the normative aspects of classroom microculture that regulate discourse on what counts as a table chemical justification and explanation. We describe how these sociochemical normative ideas were developed based on observational research and recordings of the student groups as they engaged in

SUBMITTER: Warfa AM 

PROVIDER: S-EPMC6310434 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature