Collaborative Conversation

How students talk amongst themselves and with us about science is pivotal for their developing understating.

I’ve looked closely at the patterns of discourse used by teachers and students to identify conversational structures that lead to deeper learning.  My research is some of the first studies in college level chemistry courses that identify productive patterns of discourse that increase student achievement and motivation. 

More to Explore:

1. Repice, M., D., Sayer, K.R., Hoegrebe, M.C., Brown, P., L. Luesse, S., B. Gealy, D., Frey, R.F., (2016). Talking through the problems: A study of the discourse in peer-led small groups. Chemistry Education Research and Practice, 3,  
2. Sawyer, R.K, Frey, R., & Brown, P. (2012). Peer lead team learning in general chemistry.  In Suthers, D. (Ed.).  (2012). Productive multivocality in the analysis of group interactions. (pp 183-189). Dordrecht, Netherlands: Springer.   
3. Sawyer, R. K, Frey, R., Brown, P. (2012). Group knowledge building in undergraduate chemistry.  In Suthers, D. (Ed.).  (2012).  Productive multivocality in the analysis of group interactions. (pp 191-204). Dordrecht, Netherlands: Springer.