TY - JOUR
T1 - "You understand, but you don't believe it"
T2 - Tracing the stabilities and instabilities of interaction in a physics classroom through a multidimensional framework
AU - Leander, Kevin M.
AU - Brown, David E.
N1 - Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 1999
Y1 - 1999
N2 - This article develops a multidimensional framework for analyzing an extended classroom interaction in an effort to understand the resources participants draw on, the alignments they form, and the meanings and context they construct. The framework is comprised of six different dynamics identified in the interaction: focal, conceptual, institutional, discursive-symbolic, social, and affective. These dynamics, which we term (in)stabilities, provide a way of understanding the complex coordination of relatively stable aspects of the interaction by participants as well as the highly unstable negotiations of meaning. Interrelated with the construction of context, we consider how participants negotiate their positions, focusing especially on one resistant student. By considering the extended interventions made on her behalf, we address why it is that she remains unconvinced of others' arguments and evidence. In conclusion, we consider the implications of the (in)stabilities framework, as well as of this particular classroom interaction, for research and instruction.
AB - This article develops a multidimensional framework for analyzing an extended classroom interaction in an effort to understand the resources participants draw on, the alignments they form, and the meanings and context they construct. The framework is comprised of six different dynamics identified in the interaction: focal, conceptual, institutional, discursive-symbolic, social, and affective. These dynamics, which we term (in)stabilities, provide a way of understanding the complex coordination of relatively stable aspects of the interaction by participants as well as the highly unstable negotiations of meaning. Interrelated with the construction of context, we consider how participants negotiate their positions, focusing especially on one resistant student. By considering the extended interventions made on her behalf, we address why it is that she remains unconvinced of others' arguments and evidence. In conclusion, we consider the implications of the (in)stabilities framework, as well as of this particular classroom interaction, for research and instruction.
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U2 - 10.1207/s1532690xci1701_4
DO - 10.1207/s1532690xci1701_4
M3 - Article
AN - SCOPUS:0040313425
VL - 17
SP - 93
EP - 135
JO - Cognition and Instruction
JF - Cognition and Instruction
SN - 0737-0008
IS - 1
ER -