Suscripción a Biblioteca: Guest
Portal Digitalde Biblioteca Digital eLibros Revistas Referencias y Libros de Ponencias Colecciones
Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Imprimir: 1072-8325
ISSN En Línea: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v6.i4.20
17 pages

EXPLORING THE COMPLEXITIES OF GROUP WORK IN SCIENCE CLASS: A CAUTIONARY TALE OF VOICE AND EQUITABLE ACCESS TO RESOURCES FOR LEARNING

Gail Richmond
Department of Teacher Education, College of Education and Division of Science and Mathematics Education, College of Natural Science, Michigan State University

SINOPSIS

The interactions of 2 focus students with others in their cooperative base groups were examined as the students designed, carried out, and interpreted scientific investigations. These 2 students differed with respect to race, gender, socioeconomic status, and academic achievement. They were alike in that both maintained high levels of motivation and interaction with the scientific problems they faced. Their group interactions were not entirely positive, and the difficulties and inequities they faced are described. The data make manifest that group work is a complex process; educators must be sensitive and responsive to the subtle ways understanding can be enhanced or undermined as a result of group dynamics, which are in turn determined by individual expectations—often unfounded—of others' capacities and behaviors, and perceptions of desired group and individual outcomes. These observations also have implications for how educators help prepare prospective teachers to develop effective pedagogical strategies for teaching diverse students.


Articles with similar content:

HAVING THE TALK: ENGAGING ENGINEERING STUDENTS IN DISCUSSIONS ON GENDER AND INEQUITY
Journal of Women and Minorities in Science and Engineering, Vol.13, 2007, issue 2
Linda J. Sax, June C. Han, Karen A. Kim
STUDENT PERCEPTIONS OF INSTRUCTION, PEER INTEREST, AND ADULT SUPPORT FOR MIDDLE SCHOOL SCIENCE: DIFFERENCES BY RACE AND GENDER
Journal of Women and Minorities in Science and Engineering, Vol.4, 1998, issue 4
Jane Butler Kahle, William J. Boone
INTENDING TO STAY: IMAGES OF SCIENTISTS, ATTITUDES TOWARD WOMEN, AND GENDER AS INFLUENCES ON PERSISTENCE AMONG SCIENCE AND ENGINEERING MAJORS
Journal of Women and Minorities in Science and Engineering, Vol.9, 2003, issue 1
Mary Wyer
STUDENTS' SCIENCE ATTITUDES IN THE PERFORMANCE-BASED CLASSROOM: DID WE CLOSE THE GENDER GAP?
Journal of Women and Minorities in Science and Engineering, Vol.4, 1998, issue 2&3
Jasna Jovanovic, Candice Dreves
WIDENING PATHS TO SUCCESS, IMPROVING THE ENVIRONMENT, AND MOVING TOWARD LESSONS LEARNED FROM THE EXPERIENCES OF POWRE AND CBL AWARDEES
Journal of Women and Minorities in Science and Engineering, Vol.10, 2004, issue 2
Sue V. Rosser, Jane Z. Daniels