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Learning in groups is a common feature of science classrooms. The three articles I have chosen to feature in this installment of  reflect recent research of group learning at different scales. The first examines within-group dynamics, identifying interactions among students that allow scientific sense-making discussions to begin and continue. The second proposes to study groups as the unit of analysis, asking why some groups are able to persevere in the face of challenging problems. The third considers the potential for learning to occur between groups, through connections in students' extended social networks. Each brings new ideas and questions to the study of group learning.

Learning in a Group, as a Group, and between Groups