Becky Franklin, Eunah Hwang, & Kevin Leander
C & I 407, Bruce and Osborne
Spring, 1996
Part I: Inquiry and Group Dynamics
We asked these questions after completing the project in the classroom and studying the intra- and inter-group interactions. We focused out attention on two groups to look more closely on what elements played a part of, not only the outcome of the project, but the process. It did seem as if in all groups a leader was developed. These "mini-teachers" took care of distributing jobs, translating for the group, asking questions and in some cases "taking charge" of things.
The two groups that we observed were very different. Susan's group consisted of individuals that very rarely assume a leadership role in the classroom. Susan did assume the "authoritative" role in this activity and was very persistent in making sure everyone was under "her thumb." When the group first began with their project, Susan was the one to delegate jobs. It appeared as though throughout the entire construction of the habitat, Susan is directing and revising other group members' ideas. Her plan seems to be unknown to the rest of the group and it is very difficult for any individuals to take initiative toward an idea that they might have. The other group members guess at what the plan might include only to be told "no, we don't need that."
On day three the boys want to put a cover over the top of the straw for shelter. Kurt shows the paper to Susan.
Susan continues to work on another part of the habitat while explaining what she is doing to Kevin. Steven rolls up a tube of construction paper and Susan disagrees with it. During this time, Kurt walks around to place a "tent-style" paper over the home.
It is very evident that Kurt has an idea that would protect the animal from weather, but because of Susan's "unknown plan" and her unwillingness to listen to any plans, Kurt's plan can't be carried out. It is very frustrating to watch an interaction like this take place. There are many situations in which kids complain that someone in the group is doing everything.
Another attempt by Kurt to construct something for the environment was again on day three. Kurt put up two sticks that pointed together in an upside down "V" style. Susan, without questioning Kurt, tells him to "take em out." Kurt leaves the group saying "Bossy!"
It is interesting to notice how Susan gathers ideas from other group members, but she doesn't give credit to them at the time. However, it is more than credit she doesn't give them; she doesn't allow the ideas to become part of the plan.
Kurt at one time is shaking sand, water, and rocks in a zip-lock bag when Kevin comes up to the group to question Kurt. It is apparent that Susan knows that she isn't allowing others to express their ideas. In the presentation of the project, Susan makes the comment that the group worked hard and had good ideas and that "I shouldn't get all the credit." This dialogue does show that Sam understands what went on and that the whole group should get recognition. When thinking about this more closely, though, we get the sense that because Susan vocalizes " I shouldn't get all the credit" maybe she is drawing attention to the fact that she feels as if she did do more work in the project and wants the class to realize this. It could be very frustrating to know that not any one individual is more important than any other. Susan is very responsible and wants to always do well. This type of inquiry learning might threaten her sense of self . It is important to know that although it was difficult for group members to use many of their ideas, jobs were still being accomplished. The way in which the jobs were done was in an individualistic manner. The members of Susan's group had a difficult time understanding at any one time what the other members were doing or what their long term goals were. Communication was not happening, and group sharing was very limited.
In the group of Amy, Kristie, and Marla, the interaction is very different. Although both groups develop a leader and a spokesperson, the way in which these leaders interact is very different. Kristie is the spokesperson for the group and responds to "how and why" questions about the group's work. Kristie is also monitoring the group to make sure everyone is included and their ideas are expressed. In this next dialogue, Kristie uses the word "we" to include the entire group when getting credit for what is done.
When Kevin is questioning the group about the animal habitat, Kristie brings up food and asks Marla for approval.
Kristie goes on to explain the caves.
Kristie: We've been working hard on this, and then, after we'd been doing the grounds, I said, "Hey guys, let's do two caves," and then we made up our minds, to two caves.
In the following interaction, Kristie was referring to the painting, although Susan quickly focused the attention to the log. Susan doesn't feel as though it's permissible to borrow ideas from other groups. Therefore she comes up with an explanation of how her borrowing is her own invention, something we have seen several times.
It's interesting to look at inquiry learning from a child's perspective. We often consider the teacher to be the one to limit the learning in the classroom. As a result of this project, we realized that different students can change a child's outlook on group learning. It is so important that children learn to solve problems, ask questions, listen and support other individual's ideas and communicate effectively with a group. It becomes apparent that inquiry learning is much more complicated than previously thought of before doing this project. The group dynamics play such a definite role to the outcome of learning and the attitudes that develop. More emphasis needs to be placed upon group learning to ensure that children can continue to have "wonderful ideas" in the social community of a classroom. "The development of intelligence is a matter of having wonderful ideas. In other words, it is a creative affair. When children are afforded the occasions to be intellectually creative--by being offered matter to be concerned about intellectually and by having their ideas accepted--then not only do they learn about the world, but their general intellectual ability is stimulated as a happy side effect" (Duckworth 1972, p. 229)
This quote by Eleanor Duckworth supports the idea of teacher as a facilitator of learning, letting the children question and explore their own ideas. When we think of inquiry learning the limitations to this style seem to be placed with the teacher. The teacher has control over how the room is set up, what materials are in the room, how the ideas are questioned, and of course how the ideas that the children have are accepted. But what about the children themselves? All children have different personalities and learning styles. Cannot children themselves effect the outcome of their learning and their feelings toward their learning? How does group interaction effect inquiry learning? Susan: We don't need that
Susan: Kurt!
Susan: (Lifts paper off)
Kurt: (Puts paper back on)
Susan: (Lifts it off)
Kurt: (Leaves the group)
Kurt: You take sand and put it in a zip-lock and put water and rocks
Susan: What are you doing?
Susan appears to be questioning Kurt because it drew so much attention and she was used to either being the one to think of the ideas or to instruct the group. Later on toward the end of the construction Susan is involved in a big job of making "dirt rocks." She puts the rocks with sand and mixes it all together. She "borrowed" Kurt's idea of mixing the rocks and sand, and created an entire explanation for having them. This idea of borrowing ideas from different groups can be very positive in inquiry learning. Kids take experiences that they have remembered, combined with experiences from others to solve problems. Education in the classroom can be broadened to include others' thoughts and ideas, instead of separate capsules of knowledge that are somehow imagined for individuals only. The idea that it is permissible to get ideas from other groups might be very difficult for some students to get used to. Kevin: What does he climb a tree for:
Kristie: To look for food, Marla what do you think he would eat? Animals?
Marla: Squirrels
Kristie: Yea, but, then, there would be squirrels up here, and he would eat em, and he would try to catch em.
Later on, Kevin asks about enemies.
Kevin: What kind of enemy?
Kristie: (asks to group) What kind of enemy would it be?
Kristie: Lion?
Marla: Crocodiles, I don't think nothing can kill them.
Kevin: Nothin' can kill a crocodile, huh?
Marla: (shaking head and smiling)
Kristie: And then crocodiles can liver over here (pointing to corner) and then lions can live, wherever.
Kevin: So does this look like the kind of place where crocodiles and lions might live?
Kristie: Yea, in the forest, they usually live there, don't they Marla--- sometimes, and then, they get over here (points) they're hiding, you never know when they're going to attack, so we decided to make two caves in case there's a bad enemy, so then (pause).
Throughout this exchange Kristie is including group members in the decision making process, and is also prompting them with questions. When Kevin asks what kind of enemy the "zoon" might have, Kristie turns to the group to include any input that they might have. Again, when she explains the environment that they have created, she answers and reassures with the comment "don't they Marla?" This sense of "we-ness" is apparent again when Kristie explains how the group decided on making the caves. Susan: Good idea, huh guys? This way it will really look like a log.
Kristie: You guys copied off of us.
Susan: Nuh uh, this is a log.
Erin: We thought of it first.
Susan: You didn't make a log.
We noticed that students often thought about the work between groups as competitive, rather than in cooperative terms. Kristie isn't quite sure that it is okay for one group to get ideas from another. This group transferring was happening quite frequently throughout the entire project. The borrowing of ideas was a common underlying practice between the groups. These ideas included painting with brushes, trapping the enemy, and representing the "zoon" and other animals with clay. However, at times the kids seem to believe that it is considered to be stealing if ideas are coming from other groups. Maybe they would less likely feel this way if we had explained that using another group's or individual's ideas was not only permissible, but also productive. This question again brings up the struggle that some students have when working within a group between self-identity and social-identity. The need to be recognized for work that is done is something that many children strive for in order to build self-confidence. Getting recognition in a group might not seem as significant.