“It’s the magic circle”! using cogenerative dialogues to create a safe environment to address emotional conflicts in a project-based learning science internship

Abstract

Research is urgently needed to learn how to improve the emotional climate of science learning by ameliorating excesses of negative emotions, which may lead to students dropping out of school, teachers burning out, and health problems for both groups. This is especially true when teachers and students are situated in highly challenging environments such as project-based learning (PBL) practice. PBL is regarded as an effective way to engage students meaningfully in science learning. However, emotional dissonance between teachers and students can arise because of many challenges in PBL (e.g., difficulty of assessing learning, uncertainty about teacher and student roles). In this study, we investigated how cogenerative dialogues (cogens) served as a pedagogical tool to address emotional issues in a PBL science internship. Data sources included 210 h of video-recorded internship and cogen sessions conducted with one laboratory team. Drawing on polyvagal theory and event-oriented inquiry, this case study shows how educators used cogens as a tool to transform the emotional climate in an internship through respectful communication emphasizing equality, thereby increasing reciprocity, equality, and synchronicity among teachers and students. The findings may help students and teachers regulate their expressions of emotion and enhance the quality of classroom interactions and learning environments.

摘要

我們需要相關研究來幫助師生在教學中解決情緒問題。因為在教學中,負面的情緒可能造成學生輟學,教師筋疲力竭,或造成身心健康問題。尤其在高難度的專題式教學環境中。專題式教學可以引導學生從事有意義的學習活動,但也可能引發情緒相關問題因其高難度和學習中的不確定性。此論文討論 “共生對話”可以成為師生的解決情緒問體的一個方法。資料來源包含一個高中科學實習營的約210小時的活動和“共生對話”全程錄影。利用“多元迷走理論”和 “事件引導探究方法”,此論文討論由於“共生對話”中的互動性,平等性,同步性,“共生對話”可以作為一個解決溝通情緒問題的工具。此研究成果可以幫助師生共同增進溝通和調節情緒,進而達成有效教學的成果。

Appendix 1: Cogenerative dialogue Heuristics (Tobin and Alexakos 2013)

• 1. I strive to make sense of what others are saying.

• 2. Others choose to strive to make sense of what I am saying.

• 3. I try to get others to contribute to what is being discussed.

• 4. Others try to get me to contribute during discussions.

• 5. There is a place for me to speak. Therefore, I speak as much as others in my group.

• 6. Others in my group have the opportunity to speak as often as I do.

• 7. Every member of the group has equal opportunity to talk as often as I do.

• 8. The members of my group have equal opportunity to talk.

• 9. My talk is respectful.

• 10. The members of my group show respect for one another.

• 11. When I talk others listen to what I have to say.

• 12. When others talk I listen to what they have to say.

• 13. When I talk I build on what others have to say.

• 14. When others talk they build on what I have to say.

• 15. I try to learn from others’ talk.

• 16. Others strive to learn from my oral contributions.

• 17. Different perspectives are valued in my group.

• 18. I value different perspectives of those in my group.

• 19. The group strives to have all voices heard.

• 20. The group strives to have all voices heard that incorporate all perspectives.

• 21. I try to understand different perspectives.

• 22. Others value my contributions to group dialogue.

• 23. There is a shared mood in the group.

• 24. There is synchrony within discussions of the group.

• 25. I feel as if I belong with this group.

• 26. The members of the group have a sense of solidarity.

• 27. I maintain focus during dialogue.

• 28. Others maintain focus during dialogue.

• 29. Dialogue in the group is timely.

• 30. Dialogue in the group is appropriate.

• 31. Dialogue in the group is anticipatory.

• 32. Others’ oral contributions are thoughtful.

• 33. My oral contributions are thoughtful.

• 34. As I listen to others, I attempt to put aside my own perspectives and understand theirs.

• 35. Others set aside their perspectives when they listen to me.

• 36. I test the potential of others’ ideas.

• 37. Others test the potential of my ideas.

• 38. I value different perspectives.

• 39. During group discussions there is at least one review of what was accomplished.

• 40. Different perspectives from members of the group have contributed to my own learning.