Talk moves, argumentation, and questioning patterns in LA-supported group problem solving

Abstract

There has been a growing push in universities to increase student participation and discussion as an integral part of the learning process. At least 77 universities have adopted the Colorado-Boulder Learning Assistant Program which trains undergraduate students to facilitate group problem-solving and discussion during class. Prior research on LA-supported clicker question discussions found that when LAs explained answers to students, as they did in 50% of interactions, group discussion ended. This study further examines LA-student interactions in the context of an introductory physics course. Analysis of LAs' talk moves and questioning patterns revealed that although LAs did not explain answers to students, they favored asking for evidence or reasoning and funneling; these strategies direct students to particular answers as opposed to encourage collaborative sensemaking.