Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement

Autor/in	Hodges, Linda C.
Titel	Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement
Quelle	In: CBE - Life Sciences Education, 17 (2018) 2, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.17-11-0239
Schlagwörter	Undergraduate Students; Student Attitudes; Science Instruction; Group Activities; Group Experience; Cooperative Learning; College Science; Learner Engagement; Teaching Methods; Biology; Active Learning; Outcomes of Education; Peer Teaching; Academic Achievement; Discourse Analysis + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gruppenaktivität; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Biologie; Aktives Lernen; Lernleistung; Schulerfolg; Peer group teaching; Peer Group Teaching; Schulleistung; Diskursanalyse
Abstract	As the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning engendered, and demographic differences in student response. Generalizing across the range of this research is complicated by the diversity of group-learning approaches used. In this overview, I discuss theories of how group-work formats support or hinder learning based on the ICAP (interactive, constructive, active, passive) framework of student engagement. I then use this model to analyze current issues in group learning, such as the nature of student discourse during group work, the role of group learning in making our classrooms inclusive, and how classroom spaces factor into group learning. I identify key gaps for further research and propose implications from this research for teaching practice. This analysis helps identify essential, effective, and efficient features of group learning, thus providing faculty with constructive guidelines to support their work and affirm their efforts. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01