Science students' social bonds and knowledge construction

Emerging research is beginning to explore the role of social bonds in science learning. In this study, I develop a novel conceptual framework extending recent education that has adopted Scheff's bond theory understanding use microsociological methods understand and knowledge construction as contemporaneous phenomena through analysis interactional dynamics. Drawing on ethnomethodology an interpretive paradigm, analyze multiple data sources including video recordings group interactions, diaries, reflective discussions, quizzes how student cocreates same practices co-construct status within group. Complexity nature trio's interactions highlights need for researchers produce holistic understandings bonds. Implications future their learning experiences are offered.