Knowledge Disagreement Formulations in Problem-Based Learning Tutorials: Balancing Pedagogical Demands with 'Saving Face'

Autor/inn/en	McQuade, Robert; Wiggins, Sally; Ventura-Medina, Esther; Anderson, Tony
Titel	Knowledge Disagreement Formulations in Problem-Based Learning Tutorials: Balancing Pedagogical Demands with 'Saving Face'
Quelle	In: Classroom Discourse, 9 (2018) 3, S.227-243 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McQuade, Robert) ORCID (Wiggins, Sally) ORCID (Ventura-Medina, Esther)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2018.1495089
Schlagwörter	Foreign Countries; Problem Based Learning; Tutorial Programs; Engineering Education; Chemical Engineering; Interpersonal Communication; Undergraduate Students; Discourse Analysis; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Problem-based learning; Problemorientiertes Lernen; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Ingenieurausbildung; Chemisches Prüfverfahren; Interpersonale Kommunikation; Diskursanalyse
Abstract	As a pedagogical approach that aims to develop students' group-working skills and to challenge their current knowledge, problem-based learning (PBL) provides a unique setting in which to examine disagreements in interaction. Previous research on disagreements in classrooms has typically examined tutor-student interaction or student-student interaction in which a tutor is present. This paper, however, examines tutorless PBL tutorials and focuses specifically on those moments in which knowledge claims are challenged by other students. The data comprise 30 h of video recordings from 24 chemical engineering PBL tutorials in a Scottish university. Conversation analysis was used to identify 101 disagreement formulations, many of which follow the format seen in other classroom settings (e.g. agreement-prefaced disagreements). A subset of disagreement formulations manage epistemic responsibility through invoking expert sources (e.g. tutor-provided worksheets and academically superior out-group members). Through invoking an expert source in this way, students attend to the pedagogical activities -- without tutor assistance -- while minimising the conversational trouble associated with the act of 'doing' disagreement (i.e. indirectly enacting disagreements whilst maintaining a neutral stance). This paper thus contributes to CA literature on disagreements, while providing a unique insight into PBL tutorial interaction. Directions for future research are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01