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Abstract Title: Students’ discussion: Does active learning facilitate responsiveness among peers?
Abstract: Responsive teaching has been found to have a positive effect on students' learning. Therefore, the aim to generate responsive environments in the student-instructor interaction is important. However, in what measure, the responsive environment provokes responsiveness among peers? We analyze a group discussion during an active learning electricity and magnetism class in a SCALE-UP-type classroom. Students engage in a highly responsive discussion among each other while trying to analyze the experimental results of a Gaussian gun. We observe that when students are open to explore different solutions to a problem, they try to understand their peer's ideas and question them without being evaluative. We observe different student profiles that can facilitate a responsive environment, and others that can difficult it. Despite the differences, all of the students are able to engage in a responsive environment that could improve their learning process.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Carolina Alvarado
Tecnologico de Monterrey
Garza Sada 2501
Monterrey, Non U.S.
Co-Author(s)
and Co-Presenter(s)
Genaro Zavala, Tecnologico de Monterrey