Making Space to Sensemake: Epistemic Distancing in Small Group Physics Discussions

TL;DR

This study analyzes how undergraduate physics students and instructors use epistemic distancing to create a safe environment for collaborative sensemaking, highlighting its role in managing affect and fostering productive discussions.

Contribution

It reveals how epistemic distancing functions in physics discussions to balance affective risks and introduces strategies to enhance collaborative sensemaking in classrooms.

Findings

Students and instructors rely on epistemic distancing to protect affect.

Differences in engagement are linked to how students epistemically distance themselves.

Implications for teaching include fostering epistemic distancing to encourage discussion.

Abstract

Students in inquiry science classrooms face an essential tension between sharing new ideas and critically evaluating those ideas. Both sides of this tension pose affective risks that can discourage further discussion, such as the embarrassment of having an idea rejected. This paper presents a close discourse analysis of three groups of undergraduate physics students in their first discussions of the semester, detailing how they navigate these tensions to create a safe space to make sense of physics together. A central finding is that students and instructors alike rely on a common discursive resource, epistemic distancing, to protect affect while beginning to engage with ideas in productive ways. The groups differ in how soon, how often, and how deeply they engage in figuring out mechanisms together, and these differences can be explained, in part, by differences in how they epistemically distance themselves from their claims. Implications for research include the importance of considering the coupled dynamics of epistemology and affect in collaborative sensemaking discussions. Implications for instruction include novel ways of encouraging classroom discussion.