Student positioning within groups during science activities

Abstract

Positioning theory was used in my interpretation of the social interactions between Year 6 children during science activities. By examining the unproductive journey taken by students in one female dyad as they interacted with students in both mixed-gender and same-gender groups, it was possible to consider how gender, status and power relations intersected during opportunities for science learning. In this context, positioning theory was helpful in making visible that which is usually invisible to both teachers and researchers.