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Knowledge disagreement formulations in problem-based learning tutorials: Balancing pedagogical demands with ‘saving face’
University of Strathclyde, Glasgow, UK.
Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0002-3307-0748
University of Strathclyde, Glasgow, UK.
University of Strathclyde, Glasgow, UK.
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.

Place, publisher, year, edition, pages
2018. Vol. 9, no 3, p. 227-243
Keywords [en]
Conversation analysis, student interaction, tutorial learning, problem-based learning, disagreements
National Category
Psychology
Identifiers
URN: urn:nbn:se:liu:diva-152148DOI: 10.1080/19463014.2018.1495089OAI: oai:DiVA.org:liu-152148DiVA, id: diva2:1257138
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-11-05

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Wiggins, Sally

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
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