Small Group Conversations in a POGIL-Based Class: How English Learners Engage in a Joint Knowledge Construction Process to Reach a Shared Understanding

• Shaghayegh Fateh ^[1] ; Oluwatobiloba Theresa Ayangbola ^[1] ; Joshua W. Reid ^[2] ; Sylvia W. Zakher ^[1] ; Zubeyde Demet Kirbulut Gunes ^[3] ; Amy J. Phelps ^[1] ; Aspen Malone ^[1] ; Gregory T. Rushton ^[1]
  1. [1] Middle Tennessee State University, United States
  2. [2] Texas Tech University, United States
  3. [3] Gazi University, Turkey

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 3, 2024, págs. 741-752
• Idioma: inglés
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• Resumen

  • Collaboration is an aspect of engagement that focuses on learning through group work and having discussions with other learners. Active learning approaches are a way to foster collaborative engagement because they provide more opportunities for interaction among learners. Process Oriented Guided Inquiry Learning (POGIL), a socially mediated active learning approach, uses verbalizing and discussing ideas with peers in small groups to reach a shared understanding. Due to the growing number of immigrants in the United States, the number of English Learners (ELs) in American classrooms has been increasing rapidly. ELs encounter challenges such as unfamiliarity with American science class norms and expectations, feelings of not being valued and socially accepted, and instructors’ lower expectations of them. These challenges can impact this group of students’ learning and achievements. Previous studies have discussed that learning chemistry can be more challenging for EL students due to the critical role of language in learning. We argue that ELs use discourse moves differently compared to non-ELs in a POGIL-based class in terms of engaging in conversations that can lead to a shared understanding at the group level through a joint knowledge construction process. Our findings indicated that, in our sample, ELs were less likely to engage in discursive moves than non-ELs. This difference may result in missed opportunities for a shared understanding and joint knowledge construction. In addition to differences between EL and non-EL students in our samples, we also found differences between EL students who attended K–12 schools in the United States compared to international EL students. Implications for future studies of these possibly distinct EL populations are considered.