Knowledge disagreement formulations in problem-based learning tutorials: balancing pedagogical demands with ‘saving face’

ABSTRACT

As a pedagogical approach that aims to develop students’ group-working skills and to challenge their current knowledge, problem-based learning (PBL) provides a unique setting in which to examine disagreements in interaction. Previous research on disagreements in classrooms has typically examined tutor–student interaction or student–student interaction in which a tutor is present. This paper, however, examines tutorless PBL tutorials and focuses specifically on those moments in which knowledge claims are challenged by other students. The data comprise 30 h of video recordings from 24 chemical engineering PBL tutorials in a Scottish university. Conversation analysis was used to identify 101 disagreement formulations, many of which follow the format seen in other classroom settings (e.g. agreement-prefaced disagreements). A subset of disagreement formulations manage epistemic responsibility through invoking expert sources (e.g. tutor-provided worksheets and academically superior out-group members). Through invoking an expert source in this way, students attend to the pedagogical activities – without tutor assistance – while minimising the conversational trouble associated with the act of ‘doing’ disagreement (i.e. indirectly enacting disagreements whilst maintaining a neutral stance). This paper thus contributes to CA literature on disagreements, while providing a unique insight into PBL tutorial interaction. Directions for future research are suggested.

KEYWORDS:

• Conversation analysis
• student interaction
• tutorial learning
• problem-based learning
• disagreements

Acknowledgements

The authors thank the manuscript reviewers for their attention to detail and for such supportive comments throughout the publication process.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Engineering and Physical Sciences Research Council Award (EPSRC) [grant number 1827113].

Notes on contributors

Robert McQuade

Robert McQuade is a Psychology PhD Researcher based in Chemical Engineering at Strathclyde. Through a conversation analytic approach, his research examines the development of students’ soft skills within the problem-based learning pedagogy. He is currently exploring tutorless engineering tutorials, with a specific focus on the self-management of social difficulties (e.g. disagreements and social loafing) and of the complexities of academic identities. Robert is also a Representative for the European Society for Psychology Learning and Teaching.

Sally Wiggins

Dr Sally Wiggins’ research focuses specifically on what happens in PBL tutorial interaction using video footage to capture the detail of talk and gesture in the tutorial setting. In these settings, she examines how students manage social issues (being a ‘good’ group member) alongside academic ones (what can be claimed as knowledge?). Sally is also President of the European Society for Psychology Learning and Teaching.

Esther Ventura-Medina

Esther Ventura-Medina’s main research interests are in the area of Engineering Education. The work of Esther’s research group focuses on investigating the development of professional skills in engineering and the implications for instructional design in both face-to-face and on-line learning environments. The group works in collaboration with other engineering departments, sciences and psychology.

Tony Anderson

Anthony Anderson’s research interests are in three main areas: (a) language understanding in dialogue, (b) aspects of student learning, particularly academic and metacognitive skill learning, such as critical thinking skills and (c) human factors. The interaction among these interests has led to involvement in a number of externally funded projects over the years.