Physics problem solving online in cooperative learning groups
Group work: Using cooperative learning groups effectively
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This research investigated the process of argument co-construction in 14 cooperative physics problem solving online in cooperative learning groups groups in an algebra-based, college level, introductory physics course.
The results of the research provide a rich description of argument co-construction, which, while predicted in previous literature, has not been systematically described. The research was a qualitative, case-study analysis of each group's discussion of the "physics description" portion of the group's problem solution.
In a physics physics problem solving online in cooperative learning groups physics concepts and principles are use to qualitatively analyze the problem.
Cooperative Group Problem Solving
Transcripts were source from videotapes and physics problem solving online in cooperative learning groups analysis focused on sequential groups of statements, called episodes, instead of isolated, individual statements. The continue reading episodes were analyzed and described in terms of Stephen Toulmin's argument structure which consists of claims, grounds, warrants, and backings.
University of Minnesota Academic Department: December 1, previous versions.
December 1, Other Collections: Post a new comment on this item. Retrieved December 8,from https: Chicago Format Hollabaugh, Mark. Online cooperative of Minnesota, Save to my folders. Learning groups Versus… Cooperative group problem solving laboratories for introductory classes More Physics Problem Solving in Cooperative Learning Groups written by Mark Hollabaugh This physics problem solving investigated the process of argument co-construction in link cooperative problem-solving groups in an algebra-based, college level, introductory physics course.
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Want to rate this material? You must login to access shared folders. The archive contains the context-rich problems developed through this research effort.
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Experts teachers in a particular field are often so fluent in solving problems from that field that they can find it difficult to articulate the problem solving principles and strategies they use to novices students in their field because these principles and strategies are second nature to the expert. Novices in a particular field typically have not yet developed effective problem solving principles and strategies.
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Whether the goal is to increase student understanding of content, to build particular transferable skills, or some combination of the two, instructors often turn to small group work to capitalize on the benefits of peer-to-peer instruction. Cooperative learning is characterized by positive interdependence, where students perceive that better performance by individuals produces better performance by the entire group Johnson, et al.
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