Investigating small-group cognitive engagement in general chemistry learning activities using qualitative content analysis and the ICAP framework
Investigating small-group cognitive engagement in general chemistry learning activities using qualitative content analysis and the ICAP framework
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DOI：
10.1039/d1rp00276g
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发表时间：
2021-11-22
影响因子：
3
通讯作者：
Hartig, Alissa J.
中科院分区：
文献类型：
--
作者：
El-Mansy, Safaa Y.;Barbera, Jack;Hartig, Alissa J.
学生在小组中进行主动学习活动的参与程度对于了解这些活动的有效性非常重要。互动-建设性-主动-被动（ICAP）框架是一种通过分析学生小组开展活动时发生的对话来确定这些小组的认知参与度的方法。本研究使用定性内容分析和 ICAP 来调查普通化学课程小组活动中问题级别的认知参与度，其粒度比之前研究的更细。该分析根据问题设计确定了预期的参与度，并根据小组对话确定了观察到的参与度。预期和观察到的参与的比较显示了不匹配的情况，进一步的分析确定，不正确的模型使用、不熟悉的科学词汇以及分子表示之间的转换困难都是导致观察到的不匹配的主题。讨论了这些发现对教学和研究的影响。
The level of students' engagement during active learning activities conducted in small groups is important to understanding the effectiveness of these activities. The Interactive-Constructive-Active-Passive (ICAP) framework is a way to determine the cognitive engagement of these groups by analyzing the conversations that occur while student groups work on an activity. This study used qualitative content analysis and ICAP to investigate cognitive engagement during group activities in a General Chemistry course at the question level, a finer grain size than previously studied. The analysis determined the expected engagement based on question design and the observed engagement based on group conversations. Comparisons of expected and observed engagement showed cases of mismatch, and further analysis determined that incorrect model use, unfamiliar scientific vocabulary, and difficulty moving between molecular representations were all contributing themes to the observed mismatches. The implications of these findings with regard to teaching and research are discussed.