Applying the Strengths, Weaknesses, Opportunities, and Threats (SWOT) Framework during a Community College Chemistry Project-Based Learning Activity

Autor/inn/en	Patrick, Patricia G.; Bryan, William; Matteson, Shirley M.
Titel	Applying the Strengths, Weaknesses, Opportunities, and Threats (SWOT) Framework during a Community College Chemistry Project-Based Learning Activity
Quelle	In: Journal of College Science Teaching, 50 (2020) 2, S.6-13 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Community Colleges; Two Year College Students; Rural Schools; College Science; Chemistry; Student Projects; Active Learning; Gardening; Research Methodology; Social Influences; Peer Relationship; Cooperative Learning; Group Dynamics; Learning Activities; Group Discussion; Attendance; Student Motivation; Time Management; Web Sites + Suchen Sie Ihr Suchwort? Community college; Community College; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Chemie; Schulprojekt; Aktives Lernen; Gartenarbeit; Research method; Forschungsmethode; Sozialer Einfluss; Peer-Beziehungen; Kooperatives Lernen; Gruppendynamik; Lernaktivität; Gruppendiskussion; Anwesenheit; Schulische Motivation; Zeitmanagement; Web-Design
Abstract	Project-based learning (PBL) instructional methods attempt to make connections between students and their ability to solve real problems. We framed our qualitative study within sociocultural theory and used the Strengths, Weaknesses, Opportunities, and Threats (SWOT) model to define the positive and negative factors occurring during a PBL activity. We followed 22 rural community college chemistry students during a garden-based PBL activity and collected data through discussions, observations, open-ended exam questions, semi-structured interviews, and reflective journals. Our goal was to identify the social influences on groups in real time, meaning defining group interactions as they were occurring, and organize the findings within a SWOT framework. We discovered four strengths (discussions, groups, instructor support, and knowledge/experience), six weaknesses (absences, collaboration, communication, dominant member, motivation, and procrastination), four opportunities (Canvas and Google Docs, community members/ family, out-of-class communication/discussions, and websites), and two threats (animosity and personal issues/ignoring the group). The results offer insight into the complex network of social interactions within the peer group. We include strategies for finding the right balance between SWOT factors. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01