#232: When Ideas Take Turns: Temporal Embodiment of Disciplinary Engagement

Collaborative problem-solving is central to science education, yet engaging disciplinarily in these settings is fluid, shifting across turns of talk in ways that shape group learning. Capturing these dynamics can provide insights for designing supports that foster deeper disciplinary engagement. This study examines how disciplinary engagement unfolds over time in a game-based science learning environment. Drawing on the Productive Disciplinary Engagement framework, we analyzed 2,415 discourse turns from 24 middle school groups using sequential and temporal analyses. Results revealed distinct pathways and temporal patterns across different groups, shedding lights into differences in learning outcomes. Findings demonstrate the value of temporal-sequential methods for informing scaffold design that supports productive collaboration.