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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Small Group Conversations in a POGIL-Based Class: How English Learners Engage in a Joint Knowledge Construction

Shaghayegh Fateh1, Oluwatobiloba Theresa Ayangbola2, Joshua W Reid3

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English Learners (ELs) in science classes use fewer collaborative discussion moves than non-ELs in Process Oriented Guided Inquiry Learning (POGIL) settings. This impacts their joint knowledge construction and shared understanding in group work.

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Area of Science:

  • Science Education
  • Chemistry Education
  • Collaborative Learning

Background:

  • Active learning, such as Process Oriented Guided Inquiry Learning (POGIL), promotes engagement through group interaction and discussion.
  • The increasing population of English Learners (ELs) in U.S. classrooms presents unique challenges, including language barriers and cultural adjustment in science education.
  • Chemistry learning is particularly challenging for ELs due to the language-intensive nature of the subject.

Purpose of the Study:

  • To investigate differences in discourse moves between English Learners (ELs) and non-ELs within a POGIL chemistry classroom.
  • To explore how these discourse differences affect collaborative engagement and joint knowledge construction.
  • To examine potential variations in discourse patterns between U.S. K-12 educated ELs and international ELs.

Main Methods:

  • Analysis of student interactions and discourse moves during POGIL activities in a chemistry course.
  • Comparison of the frequency and type of discursive moves employed by ELs versus non-ELs.
  • Categorization of ELs based on their prior K-12 schooling in the United States versus international backgrounds.

Main Results:

  • ELs in the study sample were observed to engage in fewer discursive moves compared to their non-EL peers.
  • This disparity in discourse may limit opportunities for ELs to achieve shared understanding and participate fully in knowledge construction.
  • Distinct patterns in discourse were noted between ELs with U.S. K-12 experience and international ELs.

Conclusions:

  • ELs' reduced engagement in collaborative discourse within POGIL chemistry classes may hinder their learning and integration.
  • Educators should consider strategies to support ELs' participation in collaborative learning environments.
  • Further research is needed to understand and address the specific needs of diverse EL populations in science education.