物理学习中对小组工作的认识立场：在协作问题解决背景下认识论与社会动力学之间的相互作用
Epistemic stances toward group work in learning physics: Interactions between epistemology and social dynamics in a collaborative problem solving context
摘要：
作为教育工作者，我们经常要求我们的物理学生在小组中工作-在教程中，在课堂讨论中，在家庭作业，项目或考试中。研究人员已经记录了小组工作对学生掌握概念和解决问题技能的好处，并通过根据表现水平或性别分配角色和组成小组来优化小组工作的生产力。然而，这是不太常见的，我们作为一个物理教育研究社区，参加社会动态和学生之间的互动，在一个合作的设置，或解决学生的意见，小组工作。在本文中，我们定义了\textit{epistemic stances toward group work}：立场对它意味着什么，以产生和应用知识的一组。通过对四名物理系学生的合作问题解决过程的案例分析，我们探讨了对小组工作的认知立场与社会动力学的相互作用。我们发现，学生之间的立场错位可以通知，并被告知，群体成员的社会定位。理解这些细粒度的互动是开始理解如何支持学生参与富有成效和公平的小组工作的一种方式。
英文摘要：
As educators we often ask our physics students to work in groups---on tutorials, during in-class discussions, and on homework, projects, or exams. Researchers have documented the benefits of group work for students' conceptual mastery and problem solving skills, and have worked to optimize the productivity of group work by assigning roles and composing groups based on performance levels or gender. However, it is less common for us as a physics education research community to attend to the social dynamics and interactions among students within a collaborative setting, or to address students' views about group work. In this paper, we define \textit{epistemic stances toward group work}: stances towards what it means to generate and apply knowledge in a group. Through a case study analysis of a collaborative problem solving session among four physics students, we investigate how epistemic stances toward group work interact with social dynamics. We find that misalignment of stances between students can inform, and be informed by, the social positioning of group members. Understanding these fine-grained interactions is one way to begin to understand how to support students in engaging in productive and equitable group work.
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