Both too much and too little epistemic distancing can shut down group discussion¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The Silver group's discussion was preempted by too much distancing (Alan's dismissive "Whatever...next!"), while the Bronze group's was cut short by a statement with very little distancing ("It's been proven that you learn from your mistakes"). → Conlin 2012

Evidence¶

Conlin 2012¶

Conlin, L. D., & Scherr, R. E. (2012). Making Space to Sensemake: Epistemic Distancing in Small Group Physics Discussions. Preprint under review. https://eric.ed.gov/?q=Making+Space+to+Sensemake

q2 · i? · qualitative · r2

Summary of Part I of the discourse analysis of the three groups' first discussions. The article reports these contrasting cases show distancing is "not unilaterally beneficial"; no effect size is printed.

"The Bronze group's discussion was cut short by a statement with very little epistemic distancing. In contrast, the Silver group's discussion was preempted by too much distancing ("Whatever...next!")."

Discussion¶

Related Claims¶

• Epistemic distancing plays a critical role in student groups' construction of a safe space for collaborative sensemaking in physics tutorials — related
• A new group member's heavily distanced bid to discuss shifted the Bronze group's norms toward sharing and evaluating ideas — related
• A TA's intervention that incrementally added epistemic distancing to his questions shifted a dismissive group into sensemaking with a lasting effect — related
• Tutorial groups varied widely in when they first entered collaborative sensemaking, from about 13 minutes to nearly 53 minutes of tutorial time — related
• The yellow behavioral cluster corresponds to a joking frame in which ambiguous tone protects students who venture risky ideas — related