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Wiggins, S. & Eriksson Barajas, K. (2019). Diskursiv psykologi (3ed.). In: Andreas Fejes och Robert Thornberg (Ed.), Handbok i kvalitativ analys: (pp. 116-131). Stockholm: Liber
Open this publication in new window or tab >>Diskursiv psykologi
2019 (Swedish)In: Handbok i kvalitativ analys / [ed] Andreas Fejes och Robert Thornberg, Stockholm: Liber, 2019, 3, p. 116-131Chapter in book (Other academic)
Abstract [sv]

Diskursiv psykologi (i fortsättningen DP) är en metodansats för att undersökahur psykologiska begrepp är konstruerade och görs relevanta i socialinteraktion. Ansatsen kan användas på video- och ljudinspelningar och på skriventext. Den är användbar när man har särskilda psykologiska spörsmål somman vill utforska i social interaktion. I det här kapitlet ger vi en kortfattad beskrivning av den teoretiska bakgrunden,med andra ord antagandena och idéerna bakom DP. Därefter beskriver vi de olika stegen i analysen så att du kan använda dem själv.Vi illustrerar analysen med ett exempel.

Place, publisher, year, edition, pages
Stockholm: Liber, 2019 Edition: 3
Keywords
Social interaktion
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:liu:diva-153883 (URN)9789147129706 (ISBN)
Funder
Swedish Research Council, 2010-2183
Available from: 2019-01-16 Created: 2019-01-16 Last updated: 2019-11-25Bibliographically approved
Wiggins, S., Abrandt Dahlgren, M., Ekstedt, M., Hammar Chiriac, E., Larsson Torstensdotter, G. & Törnqvist, T. (2018). Being a professional, or just being a student? A discursive analysis of video-recorded interprofessional learning tutorials in a medical faculty. In: : . Paper presented at NU2018, 9-11 oktober 2018, Västerås, Sweden. Västerås
Open this publication in new window or tab >>Being a professional, or just being a student? A discursive analysis of video-recorded interprofessional learning tutorials in a medical faculty
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2018 (English)Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Västerås: , 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-152174 (URN)
Conference
NU2018, 9-11 oktober 2018, Västerås, Sweden
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-31
Hammar Chiriac, E., Rosander, M. & Wiggins, S. (2018). Enhancing psychological literacy  through a group selection exercise. (2ed.). Poole
Open this publication in new window or tab >>Enhancing psychological literacy  through a group selection exercise.
2018 (English)Other (Refereed)
Place, publisher, year, pages
Poole, 2018. p. 12 Edition: 2
Keywords
Group psychology, Problem-based learning (PBL), Group work, Reflection
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-150948 (URN)
Note

Part off: International Edition of the Psychological Literacy Compendium. Editors: Jacquie Taylor & Julie. A. Hulme

Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-10-24Bibliographically approved
Wiggins, S. (2018). Group interaction through a lens: A proposal for an evidence-based training tool for tutors of small group and problem-based learning. In: : . Paper presented at NU2018, 9-11 oktober 2018, Västerås, Sweden.
Open this publication in new window or tab >>Group interaction through a lens: A proposal for an evidence-based training tool for tutors of small group and problem-based learning
2018 (English)Conference paper, Oral presentation only (Other academic)
National Category
Psychology Educational Sciences
Identifiers
urn:nbn:se:liu:diva-152173 (URN)
Conference
NU2018, 9-11 oktober 2018, Västerås, Sweden
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-31
McQuade, R., Wiggins, S., Ventura-Medina, E. & Anderson, T. (2018). Knowledge disagreement formulations in problem-based learning tutorials: Balancing pedagogical demands with ‘saving face’. Classroom Discourse, 9(3), 227-243
Open this publication in new window or tab >>Knowledge disagreement formulations in problem-based learning tutorials: Balancing pedagogical demands with ‘saving face’
2018 (English)In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 9, no 3, p. 227-243Article in journal (Refereed) Published
Abstract [en]

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.

Keywords
Conversation analysis, student interaction, tutorial learning, problem-based learning, disagreements
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-152148 (URN)10.1080/19463014.2018.1495089 (DOI)
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-11-05
Wiggins, S., Abrandt Dahlgren, M., Ekstedt, M., Hammar Chiriac, E., Larsson Torstensdotter, G. & Törnqvist, T. (2018). On doing ‘being a student amongst other kinds of students’: Managing academic identities in an interprofessional tutorial group. In: : . Paper presented at 5th International Conference on Conversation Analysis (ICCA),15 July 2018, Loughborough University, UK.
Open this publication in new window or tab >>On doing ‘being a student amongst other kinds of students’: Managing academic identities in an interprofessional tutorial group
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2018 (English)Conference paper, Oral presentation only (Other academic)
National Category
Psychology Pedagogy
Identifiers
urn:nbn:se:liu:diva-152177 (URN)
Conference
5th International Conference on Conversation Analysis (ICCA),15 July 2018, Loughborough University, UK
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-31
McQuade, R., Ventura Medina, E., Wiggins, S. & Anderson, T. (2018). The role of institutional power in tutorless problem-based learning: Students’ interactional strategies for self-managing conflict in teamwork. In: : . Paper presented at The 46th SEFI Annual Conference in Copenhagen 17-21 September 2018, "Creativity, Innovation and Entrepreneurship for Engineering Education Excellence". Copenhagen
Open this publication in new window or tab >>The role of institutional power in tutorless problem-based learning: Students’ interactional strategies for self-managing conflict in teamwork
2018 (English)Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Copenhagen: , 2018
National Category
Chemical Engineering Psychology
Identifiers
urn:nbn:se:liu:diva-152175 (URN)
Conference
The 46th SEFI Annual Conference in Copenhagen 17-21 September 2018, "Creativity, Innovation and Entrepreneurship for Engineering Education Excellence"
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-11-23
McQuade, R., Mebley, S., Wiggins, S., Ventura Medina, E. & Anderson, T. (2018). Using discursive psychology to investigate knowledge and task complexity formulations in student-led problem-based learning tutorials.. In: : . Paper presented at International Conference on Conversation Analysis (ICCA), 11-15 July 2018, Loughborough, UK.
Open this publication in new window or tab >>Using discursive psychology to investigate knowledge and task complexity formulations in student-led problem-based learning tutorials.
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2018 (English)Conference paper, Oral presentation only (Other academic)
National Category
Psychology Chemical Engineering
Identifiers
urn:nbn:se:liu:diva-152203 (URN)
Conference
International Conference on Conversation Analysis (ICCA), 11-15 July 2018, Loughborough, UK
Available from: 2018-10-21 Created: 2018-10-21 Last updated: 2018-11-08
Wiggins, S. & Potter, J. (2017). Discursive psychology (2ed.). In: Carla Willig & Wendy Stainton Rogers (Ed.), Sage handbook of qualitative research in psychology: (pp. 93-109). Sage Publications
Open this publication in new window or tab >>Discursive psychology
2017 (English)In: Sage handbook of qualitative research in psychology / [ed] Carla Willig & Wendy Stainton Rogers, Sage Publications, 2017, 2, p. 93-109Chapter in book (Refereed)
Place, publisher, year, edition, pages
Sage Publications, 2017 Edition: 2
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-152172 (URN)978-1-5264-0555-5 (ISBN)
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-11-05
McQuade, R., Wiggins, S. & Ventura-Medina, E. (2017). 'Doing' disagreement without being disagreeable: How students deal with conversational norms in group work. In: : . Paper presented at EuroPLAT 2017, European Psychology Learning and Teaching Conference, Salzburg, Austria 18-20 September 2017.
Open this publication in new window or tab >>'Doing' disagreement without being disagreeable: How students deal with conversational norms in group work
2017 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The growing prevalence of group work in psychology places requirements on students to learn not only their subject matter, but also social and educational skills such as working with their peers. In problem-based learning (PBL), a crucial element is that students should challenge each other in terms of ideas or assumptions (Azer, 2004). Through disagreeing, it is argued that students will develop a more sophisticated understanding of the knowledge. Disagreements in conversation, however, have already been shown by conversation analytic work to be socially troublesome (Pomerantz, 1984), so it is vital that students learn to disagree‘ appropriately’ (Marra, 2012). The aim of this paper is to demonstrate how research in social psychology and discourse can provide empirical insights into how students might learn to interact more effectively in group-work settings. The paper reports on analyses from a project that aims to understand how engineering students develop the ‘soft skills’ of group work alongside their academic knowledge by examining the interactional practices and processes within PBL tutorials. In particular, we focus on how students ‘do’ disagreements in tutorial interaction. The data is taken from 30 hours of video-recorded data from PBL tutorials at a Scottish university. Using conversation analysis, we focus on sequences in which students disagree with one another, and illustrate the different ways in which this is achieved. The paper will discuss the interactional barriers to disagreeing with other students in group work and will offer insights from empirical data to illustrate how these might be overcome.

National Category
Social Psychology
Identifiers
urn:nbn:se:liu:diva-141250 (URN)
Conference
EuroPLAT 2017, European Psychology Learning and Teaching Conference, Salzburg, Austria 18-20 September 2017
Available from: 2017-09-27 Created: 2017-09-27 Last updated: 2017-11-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3307-0748

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