Accuracy and Idea Consideration: A Study of Small-Group Interaction in Biology

Autor/inn/en	Cavagnetto, Andy R.; Premo, Joshua; Coleman, Zachary; Juergens, Kate
Titel	Accuracy and Idea Consideration: A Study of Small-Group Interaction in Biology
Quelle	In: CBE - Life Sciences Education, 21 (2022) 1, Artikel 5 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cavagnetto, Andy R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Group Discussion; Discussion (Teaching Technique); Accuracy; Undergraduate Students; Biology; College Science; Science Instruction; Science Laboratories; Peer Influence; Academic Ability; Predictor Variables; Group Dynamics; Science Achievement; Interaction + Suchen Sie Ihr Suchwort? Gruppendiskussion; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Prädiktor; Gruppendynamik; Interaktion
Abstract	Small-group discussion is a central component of 21st-century biology classrooms. Many factors shape these discussions and thus influence potential learning gains. This study examined how accuracy and idea consideration shaped small-group discussions in undergraduate biology labs (12 groups, M = 42.8 talk turns). To do this, we asked: (1) Is there a relationship between a student's science accuracy and the amount peers consider the student's ideas? (2) To what extent does peer consideration of a student's ideas predict that student's ability to steer the conversation? Building on this second question, we then explored (3) Does general group academic ability or immediate conversational accuracy better predict group learning? To answer these questions, we coded aspects of discourse (science accuracy, idea consideration, etc.) before quantitative analysis. Strong correlation was found between students' science accuracy and idea consideration (r = 0.70). Both accuracy and idea building predicted one's ability to steer the conversation. Subsequent analysis highlighted the critical role of immediate discourse in group learning. Group-level analysis revealed that group performance was not related to the group's overall ability in the classroom, but rather the immediate accuracy of their group conversations. Implications and limitations are discussed. (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	2022/4/11