Student interaction discourse moves: characterizing and visualizing student discourse patterns

Student-centered instruction allows students to take ownership over their learning in the classroom. However, these settings do not always promote productive engagement. Using discourse analysis, student engagement can be analyzed based on how they are interacting with each other while completing in...

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Bibliographic Details
Published in:Disciplinary and Interdisciplinary Science Education Research 2023-12, Vol.5 (1), p.2-17, Article 2
Main Authors: Nennig, Hannah T., States, Nicole E., Montgomery, Marika T., Spurgeon, Sidney G., Cole, Renée S.
Format: Article
Language:English
Subjects:
Chemistry
Classroom Communication
Classrooms
Cognition & reasoning
Collaborative learning
Discourse
Discourse analysis
Education
Interactions
Learning Theories
Peers
STEM education
Student retention
Student-centered Instruction
Thinking Skills
Verbal communication
Visualization
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Summary:Student-centered instruction allows students to take ownership over their learning in the classroom. However, these settings do not always promote productive engagement. Using discourse analysis, student engagement can be analyzed based on how they are interacting with each other while completing in-class group activities. Previous analyses of student engagement in science settings have used methods that do not capture the intricacies of student group interactions such as the flow of conversation and nature of student utterances outside of argumentation or reasoning. However, these features are important to accurately assess student engagement. This study proposes a tiered analytical framework and visualization scheme for analyzing group discussion patterns that allow for a detailed analysis of student discourse moves while discussing scientific topics. This framework allows a researcher to see the flow of an entire conversation within a single schematic. The Student Interaction Discourse Moves framework can be used to extend studies using discourse analysis to determine how student groups work through problems.
ISSN:2662-2300
2662-2300
DOI:10.1186/s43031-022-00068-9