PERC 2015 Abstract Detail Page
Previous Page | New Search | Browse All
| 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 |
| Co-Author(s) 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 |
