Drs. Talanquer, Cole and Ruston who collaborate on the Discourse project published a new perspective on the complex social and knowledge dynamics that emerge in interactive learning environments.
You can find the abstract and link to the full perspective below!
Thinking and Learning in Nested Systems: The Classroom Level
Vicente Talanquer, Renee Cole, and Gregory T. Rushton
Teaching and learning in college chemistry classrooms is affected by a variety of structural and psychosocial factors that influence classroom dynamics. In this second part of a two-part perspective [Talanquer et al. J. Chem. Educ. 10.1021/acs.jchemed.3c00838], we review and discuss the results from research that has helped us understand the complex social and knowledge dynamics that emerge in interactive learning environments. We use this analysis to make explicit major insights about curriculum, instruction, assessment, teachers, and students gained in the past 25 years and to summarize their implications for chemistry education.