Library Subscription: Guest
Begell Digital Portal Begell Digital Library eBooks Journals References & Proceedings Research Collections
Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Print: 1072-8325
ISSN Online: 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

ABSTRACT

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:

THE GENDER DIFFERENCES: HISPANIC FEMALES AND MALES MAJORING IN SCIENCE OR ENGINEERING
Journal of Women and Minorities in Science and Engineering, Vol.14, 2008, issue 2
Susan Wightman Brown
TEACHING STRATEGIS DESIGNED TO CHANGE THE UNDERGRADUATE EXPERIENCE FOR COLLEGE WOMEN LEARNING CHEMISTRY
Journal of Women and Minorities in Science and Engineering, Vol.11, 2005, issue 4
Samia Khan
FASHION FUNDAMENTALS: FOSTERING EDUCATIONAL AND SOCIAL-PSYCHOLOGICAL GROWTH FOR MIDDLE SCHOOL GIRLS THROUGH AN UNCONVENTIONAL STEM LEARNING PROGRAM
Journal of Women and Minorities in Science and Engineering, Vol.25, 2019, issue 3
Jennifer Paff Ogle, Juyeon Park, Karen H. Hyllegard
DO SCIENTISTS HELP PEOPLE? BELIEFS ABOUT SCIENTISTS AND THE INFLUENCE OF PROSOCIAL CONTEXT ON GIRLS' ATTITUDES TOWARD PHYSICS
Journal of Women and Minorities in Science and Engineering, Vol.10, 2004, issue 4
Karen L. Yanowitz
INCLUSIVE SPACES FOR COMPETENCE AND ENGAGEMENT: INVESTIGATING IDENTITY AND ACCESS IN THE CLASSROOM
Journal of Women and Minorities in Science and Engineering, Vol.14, 2008, issue 4
Paul Cobb, Lynn Liao Hodge