Epistemological Encounters in Multivocal Settings View Full Text


Ontology type: schema:Chapter     


Chapter Info

DATE

2013

AUTHORS

Kristine Lund , Carolyn Penstein Rosé , Daniel D. Suthers , Michael Baker

ABSTRACT

Researchers usually work and evolve in the scientific frameworks in which they were trained, without questioning their epistemological foundations. However, this may be required when researchers coming from different disciplines and paradigms try to work together on the same object of study. This chapter reflects on epistemological encounters in a 5-year project of multidisciplinary collaborations in the analysis of interaction. We argue for maintaining diversity of epistemological traditions while either achieving complementarity within explanatory frameworks on different levels or maintaining productive tension. We then present the extent to which researchers in our project and a similar project encountered each other’s epistemologies when they compared their analyses of shared corpora. The majority of comparisons in various contexts led to engagement between epistemologies, and some of these epistemological encounters were productive and glitch free, others had difficulties, but still led to productivity, while still others led to missed opportunities and in one case to radicalizing incommensurable stances. A minority of comparisons in other contexts did not lead to engagement, but could either still be fruitful or not productive at all. In conclusion, we summarize the consequences of engaging with epistemologies through the comparisons researchers make of their analyses in multivocal contexts, showing how epistemological encounters can help to bridge between isolated traditions that work on similar objects of study. More... »

PAGES

659-682

References to SciGraph publications

  • 2013. Development of Group Understanding via the Construction of Physical and Technological Artifacts in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Learning Fractions Through Folding in an Elementary Face-to-Face Classroom in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Focus-Based Constructive Interaction in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Collaborative and Differential Utterances, Pivotal Moments, and Polyphony in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Social Metacognition, Micro-Creativity, and Justifications: Statistical Discourse Analysis of a Mathematics Classroom Conversation in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Successful Knowledge Building Needs Group Awareness: Interaction Analysis of a 9th Grade CSCL Biology Lesson in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Gaining Insights from Sociolinguistic Style Analysis for Redesign of Conversational Agent Based Support for Collaborative Learning in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Towards Academically Productive Talk Supported by Conversational Agents in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Critical Reflections on Multivocal Analysis and Implications for Design-Based Research in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Statistical Discourse Analysis of an Online Discussion: Cognition and Social Metacognition in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Exploring Pivotal Moments in Students’ Knowledge Building Progress Using Participation and Discourse Marker Indicators as Heuristic Guides in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Socio-Dynamic Latent Semantic Learner Models in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Network Analytic Techniques for Online Chat in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Interaction Analysis of a Biology Chat in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2012. Group Composition and Intelligent Dialogue Tutors for Impacting Students’ Academic Self-efficacy in INTELLIGENT TUTORING SYSTEMS
  • 2013. Achieving Productive Multivocality in the Analysis of Group Interactions in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Methodological Pathways for Avoiding Pitfalls in Multivocality in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Cascading Inscriptions and Practices: Diagramming and Experimentation in the Group Scribbles Classroom in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Conceptual Change and Sustainable Coherency of Concepts Across Modes of Interaction in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Group Scribbles-Supported Collaborative Learning in a Primary Grade 5 Science Class in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. Knowledge Building Discourse in Peer-Led Team Learning (PLTL) Groups in First-Year General Chemistry in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • 2013. A Multivocal Process Analysis of Social Positioning in Study Groups in PRODUCTIVE MULTIVOCALITY IN THE ANALYSIS OF GROUP INTERACTIONS
  • Book

    TITLE

    Productive Multivocality in the Analysis of Group Interactions

    ISBN

    978-1-4614-8959-7
    978-1-4614-8960-3

    Identifiers

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    http://dx.doi.org/10.1007/978-1-4614-8960-3_34

    DIMENSIONS

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