PERC 2022 Abstract Detail Page
Previous Page | New Search | Browse All
| Abstract Title: | They're not buying what we're selling: comparing student-requested supports with instructional practice during group work |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Studio physics is an interactive teaching method that benefits students' learning over traditional physics teaching approaches. A hallmark of studio physics is that instructors minimize lecture time and maximize time spent with students working in groups. However, students need to be well-supported in the group discussions to achieve optimal learning outcomes. In this study, we distributed a student survey and conducted instructor interviews to investigate the support(s) students requested so they could actively engage in group work. The student survey data revealed that students wanted instructors to be approachable during group work and to have a mechanism that guarantees equal group contribution. However, there is a mismatch between the support provided by instructors and the detailed support requested by students. Unified and rigorous guidance for instructors is a necessity for students to actively engage in effective and inclusive group work. |
| Session Time: | Poster Session 3 |
| Poster Number: | III-40 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Xian Wu University of Connecticut Storrs, CT 06269 Phone: 8604864915 |
| Co-Author(s) and Co-Presenter(s) |
Matthew W. Guthrie (he/his/him), University of Connecticut Erin M. Scanlon (she/her/hers), University of Connecticut - Avery Point |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
