Characterizing Discourse Group Roles in Inquiry-based University Science Labs

Abstract

Group work is commonly adopted in university science laboratories. However, student small-group discourse in university science labs is rarely investigated. We aim to bridge the gap in the literature by characterizing student discourse group roles in inquiry-based science labs. The instructional context for the study was a summer program hosted at a private research university in the eastern United States. The program was designed as a bridge program for matriculating students who were first generation and/or deaf or hard-of-hearing (DHH). Accommodations such as interpreters and technology were provided for DHH students. We analyzed 19 students' discourse moves in five lab activities from the video recordings, resulting in a total of 48 student-lab units. We developed codes to describe student discourse moves: asking a question, proposing an idea, participating in discussion, chatting off-task, and talking with instructor. Through a cluster analysis using the 48 student-lab units on quantified discourse moves, we identified four discourse styles, High on-task high social, High on-task low social, Low on-task low social, and Low on-task high social. The results show that individual students tend to demonstrate varying discourse styles in different lab activities; students' discourse styles within the same groups tend to be aligned with their group members. By examining group members' discourse styles in mixed-gender groups, we did not observe a difference in engagement level between female and male students. DHH students in mixed hearing ability groups, however, were observed to have a lower level of engagement compared to their non-DHH group members. We discuss possible factors that may have contributed to the observations for genders and students with different hearing abilities. We also provide suggestions for promoting equitable small-group discourse in university science labs.