Identifying pivotal contributions for group progressive inquiry in a multimodal interaction environment

Chee-Kit LOOI, Yanjie SONG, Yun WEN, Wenli CHEN

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter adopts an interaction analysis method using the notion of uptake to investigate the development of progressive inquiry learning in a classroom setting using Group Scribbles (GS). In progressive inquiry learning, students work together on elaborating a shared object such as a research problem, products in a shared digital space like GS, or experimental practices to be reflected on and transformed. An uptake analytical framework is applied to code different facets of interactions in a small group, comprising verbal interactions (utterances and gestures), artifacts created in GS, and hands-on experimental practices, into events as coordination acts and to identify uptakes and pivotal contributions (a contribution that plays the role of shifting the direction of the subsequent events seamlessly or abruptly) from such interactions. The analysis illuminates how the pivotal contributions influenced the direction of the group progressive inquiry and led the group to develop progressive understanding of the science concepts. Copyright © 2013 Springer Science+Business Media New York.
Original languageEnglish
Title of host publicationProductive multivocality in the analysis of group interactions
EditorsDaniel D. SUTHERS, Kristine LUND, Carolyn Penstein ROSÉ, Chris TEPLOVS, Nancy LAW
Place of PublicationNew York
PublisherSpringer
Pages265-289
ISBN (Electronic)9781461489603
ISBN (Print)9781461489597
DOIs
Publication statusPublished - 2013

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interaction
Group
verbal interaction
group interaction
event
science
small group
learning
new media
artifact
classroom
student

Citation

Looi, C.-K., Song, Y., Wen, Y., & Chen, W. (2013). Identifying pivotal contributions for group progressive inquiry in a multimodal interaction environment. In D. D. Suthers, K. Lund, C. P. Rosé, C. Teplovs, & N. Law (Eds.), Productive multivocality in the analysis of group interactions (pp. 265-289). New York: Springer.

Keywords

  • Transitional stage
  • Experimental practice
  • Progressive inquiry
  • Verbal utterance
  • Uptake analysis