ERIC Number: EJ1050935
Record Type: Journal
Publication Date: 2015-Jan
Abstractor: As Provided
Reference Count: 11
Incorporating More Individual Accountability in Group Activities in General Chemistry
Cox, Charles T., Jr.
Journal of College Science Teaching, v44 n3 p30-36 Jan 2015
A modified model of cooperative learning known as the GIG model (for group-individual-group) designed and implemented in a large enrollment freshman chemistry course. The goal of the model is to establish a cooperative environment while emphasizing greater individual accountability using both group and individual assignments. The assignments were designed to be parallel to each other, assessing similar qualitative and quantitative aspects of chemistry. The model was designed for implementation in recitation sections led by teaching assistants. A statistical difference between the treatment group and the control groups was observed, with the GIG group performing statistically higher on the exams. Furthermore, when compared with the traditional passive recitation, students reported a greater satisfaction with the GIG model in the final course survey. The success of the model helped provide support in the department for further innovation of inquiry and active learning methodologies and development of the chemistry curriculum.
Descriptors: Accountability, Chemistry, Class Activities, Teamwork, Cooperative Learning, College Freshmen, Assignments, Qualitative Research, Statistical Analysis, Teaching Assistants, Experimental Groups, Control Groups, Models, Lecture Method, Problem Based Learning, Teaching Methods, Educational Practices, Educational Strategies, Course Evaluation, Participant Satisfaction, Achievement Gains, Individual Differences
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: email@example.com; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A