ABSTRACT
This chapter reports on a special panel presentation at the 1996 Annual Meeting of the American Educational Research Association (AERA) that aptly illustrates the theme of applying multiple methods of inquiry to the task of understanding learning interactions in problem-based learning (PBL). The panel, entitled “Science Discourse in a PBL Meeting,” was specifically organized to make visible the diversity of possible perspectives for understanding meaning making in a collaborative learning situation. Five researchers with different analytic interests were invited to view and comment on a single 6-minute segment of video from a PBL meeting. One of the authors (Koschmann) was the organizer and chair for this session, the other (Evensen) videotaped and transcribed the session for this report.
