Abstract: We use the Adaptor-Innovator Theory and the Influence framework to interpret undergraduate physics laboratory students’ approaches to – and bids for – intellectual and directive authority. Students display behaviors that utilize structure and work within a defined system (adaptor) and, separately, behaviors that work outside the system (innovator), the latter often by engaging directly with equipment. Adaptors exhibit high authority by asserting experimental understanding, whereas innovators are attributed with high authority through their frequent, direct handling of the equipment. We interpret equitable collaborations as those in which students 1) have full access to the experimental or conversational floor adaptively or innovatively while being 2) acknowledged in their authority by their group.
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An Interplay of Problem-Solving Modes and Authority: Framework for Equitable Collaboration in Undergraduate Physics Labs,
Abstract: We use the Adaptor-Innovator Theory and the Influence framework to interpret undergraduate physics laboratory students’ approaches to – and bids for – intellectual and directive authority. Students display behaviors that utilize structure and work within a defined system (adaptor) and, separately, behaviors that work outside the system (innovator), the latter often by engaging directly with equipment. Adaptors exhibit high authority by asserting experimental understanding, whereas innovators are attributed with high authority through their frequent, direct handling of the equipment. We interpret equitable collaborations as those in which students 1) have full access to the experimental or conversational floor adaptively or innovatively while being 2) acknowledged in their authority by their group.
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- Award ID(s):
- 1757477
- NSF-PAR ID:
- 10354517
- Date Published:
- Journal Name:
- Proceedings of the 15th International Conference of the Learning Sciences-ICLS 2021
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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