PERC 2020 Abstract Detail Page
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| Abstract Title: | Emergent Explicit Group Regulation in Scientific Inquiry |
|---|---|
| Abstract: | In a previous project we explored video data of college freshmen engaged in small group scientific activities that promote metacognition, and developed a framework we call emergent explicit group regulation (EER). Using this construct we identify instances where students spontaneously regulate a group to move forward with an activity. In this poster, we further develop the framework by relating the effects of EER to scientific inquiry. We also examine in more depth episodes where the tension among group members is high. In this situation, emergent regulations are not optional but rather necessary. Without an intervention from the instructor or a TA, the group needs to explicitly regulate themselves. We categorize the cues that lead to an EER and the effects that the EER has on the group's ability to operationalize the process of scientific inquiry. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | 3.G3 |
Author/Organizer Information | |
| Primary Contact: |
Ying Cao Drury University |
| Co-Author(s) and Co-Presenter(s) |
Pierre-Philippe A. Ouimet Department of Physics, University of Regina, Regina Saskatchewan, Canada |
