PERC 2024 Abstract Detail Page
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| Abstract Title: | Emergent Explicit Regulation: Contrasting Group Behavior at Two Different Times |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Group work is commonly adopted in active learning science classrooms. We have identified a phenomenon in small-group activities where students adaptively respond to challenges, which we named Emergent Explicit Regulation (EER). Through qualitative analysis of video data of college freshmen engaged in various activities, we identified instances of EER and categorized them based on their target areas. In this work, we analyzed videos of a small group of four students, two identified as Deaf or Hard of Hearing (DHH). To present our findings, we reviewed two consecutive lab sessions of model construction. In each session, we coded the distribution of EER among students of different target areas. We then contrasted these codes, maintaining consideration for the differing factors of the setup of each lab. With this study, we aim to generate educational implications for classrooms with similar settings. |
| Session Time: | Poster Session 1 |
| Poster Number: | A39 |
Author/Organizer Information | |
| Primary Contact: |
Andrew Burns Drury University Springfield, MO 65804 Phone: 7196452560 |
| Co-Author(s) and Co-Presenter(s) |
Ethan Cusack, Drury University Dr. Ying Cao, Drury University Dr. Tong Wan, Department of Physics, University of Central Florida, Orlando FL Dr. Pierre-Philippe A. Ouimet, Department of Physics, University of Regina, Regina Saskatchewan, Canada |
