ERIC Number: EJ1168700
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Development of the Modes of Collaboration Framework
Pawlak, Alanna; Irving, Paul W.; Caballero, Marcos D.
Physical Review Physics Education Research, v14 n1 p010101-1-010101-14 Jan-Jun 2018
Group work is becoming increasingly common in introductory physics classrooms. Understanding how students engage in these group learning environments is important for designing and facilitating productive learning opportunities for students. We conducted a study in which we collected video of groups of students working on conceptual electricity and magnetism problems in an introductory physics course. In this setting, students needed to negotiate a common understanding and coordinate group decisions in order to complete the activity successfully. We observed students interacting in several distinct ways while solving these problems. Analysis of these observations focused on identifying the different ways students interacted and articulating what defines and distinguishes them, resulting in the development of the modes of collaboration framework. The modes of collaboration framework defines student interactions along three dimensions: social, discursive, and disciplinary content. This multidimensional approach offers a unique lens through which to consider group work and provides a flexibility that could allow the framework to be adapted for a variety of contexts. We present the framework and several examples of its application here.
Descriptors: Cooperative Learning, Video Technology, Scientific Concepts, Energy, Magnets, Physics, Introductory Courses, Observation, Problem Solving, Interaction, College Science, Undergraduate Students, Social Influences, Interpersonal Communication, Group Discussion, Persuasive Discourse, Information Dissemination, Comprehension
American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: email@example.com; Web site: http://prst-per.aps.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A