Investigating patterns of student engagement during collaborative activities in undergraduate chemistry courses
Investigating patterns of student engagement during collaborative activities in undergraduate chemistry courses
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DOI：
10.1039/d1rp00227a
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发表时间：
2021-11-07
影响因子：
3
通讯作者：
Talanquer, Vicente
中科院分区：
文献类型：
--
作者：
Reid, Joshua W.;Gunes, Zubeyde Demet Kirbulut;Talanquer, Vicente
一些研究强调了积极学习可能会对学生的参与度和表现产生积极影响。然而，主动学习策略的影响受到多种因素的影响，包括学习环境的性质和课堂任务的认知水平。这些因素可以影响学生参与的不同方面，如学生小组中社交过程的性质，学生在课堂任务中如何使用和阐述知识，以及学生参与小组活动的数量。在这项涉及美国四所大学的研究中，我们探索了在五个不同的普通化学学习环境中，学生以不同的方式参与小组活动的不同学生参与度与分配任务的认知水平之间的关系。我们的分析表明，任务水平和学生敬业度之间存在显著的关联。提取任务往往导致学生与个人主义工作之间没有互动的实例数量显著增加，而在学生充分参与的情况下知识构建和协作事件的数量较少。另一方面，分析任务与更多的知识构建和协作实例有很大的联系，并有充分的群体参与。理解水平上的任务与更多的知识应用实例和多种类型的社会加工相联系是有特色的。我们的研究结果表明，其他因素，如课程性质、任务时间安排和班级设置也可能影响学生在小组工作中的参与度。
Several studies have highlighted the positive effects that active learning may have on student engagement and performance. However, the influence of active learning strategies is mediated by several factors, including the nature of the learning environment and the cognitive level of in-class tasks. These factors can affect different dimensions of student engagement such as the nature of social processing in student groups, how knowledge is used and elaborated upon by students during in-class tasks, and the amount of student participation in group activities. In this study involving four universities in the US, we explored the association between these different dimensions of student engagement and the cognitive level of assigned tasks in five distinct general chemistry learning environments where students were engaged in group activities in diverse ways. Our analysis revealed a significant association between task level and student engagement. Retrieval tasks often led to a significantly higher number of instances of no interaction between students and individualistic work, and a lower number of knowledge construction and collaborative episodes with full student participation. Analysis tasks, on the other hand, were significantly linked to more instances of knowledge construction and collaboration with full group participation. Tasks at the comprehension level were distinctive in their association with more instances of knowledge application and multiple types of social processing. The results of our study suggest that other factors such as the nature of the curriculum, task timing, and class setting may also affect student engagement during group work.