The role of discourse in group knowledge construction: A case study of engineering students

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A study of students' construction of science knowledge: talk and writing in a collaborative group (2007, background): “Co-construction refers to the process of jointly building an understanding, as would be characterized by collaborative learning experiences (see Kittleson & Southerland, 2004): Collaboration means an active give-and-take of ideas between persons rather than one person passively learning from the…”
The Relationship Between Team Discourse, Self‐Efficacy, and Individual Achievement: A Sequential Mixed‐Methods Study (2011, background): “For example, Kittleson and Southerland (2004) conducted a qualitative study by closely observing two senior engineering capstone design teams.”
Reflective Decision‐Making in Elementary Students' Engineering Design (2017, methodology): “This prior work sets an important foundation because design process expertise and science concept development are valuable learning outcomes for any aspiring or practicing engineer (Atman et al., 2007; Kittleson & Southerland, 2004).”
When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussions on a Socio-scientific Issue (2008, background): “” Some authors have shown that students’ group discussions were focused on the procedural aspects of the activities (Bianchini 1997; Kittleson and Southerland 2004).”