Affective, Cognitive, and Social Dynamics in Collaborative Small Groups During Science Inquiry-Based Activities

• In Event: 75.018 - Motivation and Learning in Groups

Abstract

This qualitative study examines affective and micro-social dynamics of small group work that foster or hinder science learning in three 9th grade classes – one environmental science and two biology classes (N=54). Results suggest that successful group work will only take place when students collectively construct a triple problem solving space. The group must attend to and develop the “relational space” (the challenges based on social interactions within the group), the “affective space” (the emotional life of the group), and the “content space” (the problem to be solved). These three spaces have to be collectively developed and maintained during group work. If groups fail to manage any of the three collective spaces, group collaboration is unsuccessful and learning is minimal.

Authors

• Martina Nieswandt, University of Massachusetts - Amherst

• Elizabeth McEneaney, University of Massachusetts - Amherst

• Renee A. Affolter, University of Massachusetts - Amherst