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PERC 2015 Abstract Detail Page

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Abstract Title: Identifying and Analyzing Actions of Effective Group Work
Abstract: Research indicates that cooperative learning leads to an increase in both student achievement and motivation. This study investigates the characteristics of collaborative group learning and teachers assumptions of effective group work.  Video data of groups engaging in the Physics and Everyday Thinking High School (PET-HS) activities was collected from one teacher piloting the curriculum, and salient characteristics of group interactions were identified. These characteristics were organized into codes. The frequency of these codes was analyzed for three videos of different groups and compared to one another. Based upon the code frequency analysis, the group that teachers identified as most effective, engaged most in sense making and questioning. Additionally, this group spent the most time talking and had equity of voice. These findings may have implications for assessing group dynamics, the level at which groups are functioning, efficacy, and student achievement.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Bridget Molloy
La Academia at the Denver Inner City Parish
910 Galapago St.
Denver, CO 80204
Phone: 3035066790
and Co-Presenter(s)
Emily Quinty, University of Colorado, Boulder
Rebecca Stober, Mapleton Expeditionary School of the Arts, Thornton, Colorado
Jennifer Keil, Thornton High School, Thornton, Colorado
Nicholas Hooker, University of Colorado, Boulder

Contributed Poster

Contributed Poster: Download the Contributed Poster