Student positioning within groups during science activities
Ritchie, S.M. (2002) Student positioning within groups during science activities. Research in Science Education, 32 (1). pp. 35-54.
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Positioning theory was used in my interpretation of the social interactions between Year 6 children during science activities. By examining the unproductive journey taken by students in one female dyad as they interacted with students in both mixed-gender and same-gender groups, it was possible to consider how gender, status and power relations intersected during opportunities for science learning. In this context, positioning theory was helpful in making visible that which is usually invisible to both teachers and researchers.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||gender; groupwork; power relations; science learning; status|
|Date Deposited:||10 Nov 2010 01:00|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 60%
93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939904 Gender Aspects of Education @ 40%