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As educators we often ask our physics students to work in groups---ontutorials, during in-class discussions, and on homework, projects, or exams.Researchers have documented the benefits of group work for students' conceptualmastery and problem solving skills, and have worked to optimize theproductivity of group work by assigning roles and composing groups based onperformance levels or gender. However, it is less common for us as a physicseducation research community to attend to the social dynamics and interactionsamong students within a collaborative setting, or to address students' viewsabout group work. In this paper, we define \textit{epistemic stances towardgroup work}: stances towards what it means to generate and apply knowledge in agroup. Through a case study analysis of a collaborative problem solving sessionamong four physics students, we investigate how epistemic stances toward groupwork interact with social dynamics. We find that misalignment of stancesbetween students can inform, and be informed by, the social positioning ofgroup members. Understanding these fine-grained interactions is one way tobegin to understand how to support students in engaging in productive andequitable group work.

Epistemic stances toward group work in learning physics: Interactions  between epistemology and social dynamics in a collaborative problem solving  context