CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Discussion dilemmas: an analysis of beliefs and ideals in the undergraduate seminar

Tác giả

Goodman S.B.; Bailey Murphy K.; Lindquist D'Andrea M.

Năm xuất bản

2014

Source title

International Journal of Qualitative Studies in Education

Số trích dẫn

DOI

10.1080/09518398.2012.731529

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-84890411277&doi=10.1080%2f09518398.2012.731529&partnerID=40&md5=4a926535230a9a6dbfc4a04ffc68db7b

Tóm tắt

In an effort to improve our understanding of intellectual discussion in the undergraduate seminar and how it may be enhanced, three interdisciplinary discussion-based classes taken by primarily first-year students at a liberal arts college were studied ethnographically. Specifically, this article explores the struggles experienced by the students and professors, and the implicit ideals they held regarding the discussion in these seminars. Action-implicative discourse analysis of individual and group interviews revealed three situated problems: how to encourage participation amidst disengagement and dominance and support student risk-taking, how to teach the texts and have a sophisticated discussion that is student-driven, and how to have exciting intellectual discussions that are not "too emotional." These problems are each part of larger dilemmas including the desire for a supportive and challenging environment, the desire for coverage and openness, and the desire for emotional involvement and detachment. © 2012 © 2012 Taylor & Francis.

Từ khóa

classroom discourse; dilemmas; ethnography; silence

Tài liệu tham khảo

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