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Abstract Title: Student network positions in active learning physics classrooms
Abstract: This work analyzes social positions in student collaborative networks in physics. The Characterizing Active Learning Environments in Physics (CALEP) project combines classroom observations with network analysis to identify distinctive features of several research-based physics curricula. Though all these curricula include student interactions as a key element, very different collaboration networks can emerge based on the classroom structure and practices. Position analysis is a technique from social network analysis that looks for common structural roles in a network. It groups people who occupy a similar social position, whether or not they know each other. One method for position analysis is CONCOR, which uses the convergence of correlations in the network adjacency matrix. We present preliminary results from a CONCOR role analysis on CALEP data, comparing roles between Tutorials in Introductory Physics and Peer Instruction.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: C29

Author/Organizer Information

Primary Contact: Adrienne Traxler
Wright State University
3640 Colonel Glenn Hwy
Dayton, OH 45435
and Co-Presenter(s)
Tyme Suda, Wright State University; Eric Brewe, Drexel University; Kelley Commeford, Drexel University