Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students’ Science Assessment Performance
Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students’ Science Assessment Performance
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短路还是超导体？小组构成对成绩优异的学生科学评估表现的影响
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
S. Zuniga
中科院分区：
文献类型：
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作者：
N. Webb;Kariane Mari Nemer;S. Zuniga
尽管许多合作学习方法主张对学生进行异构分组，以最大限度地提高观点、技能和背景的多样性，但过去的研究表明，异构分组通常有利于能力较低的学生，但不一定有利于能力较高的学生。本研究调查了小组能力构成（同质与异质）对完成科学表现评估的高能力学生的小组过程和结果的影响。同质小组中的高能力学生表现一致良好，某些异质小组中的高能力学生的表现与同质小组中的高能力学生一样；但其他异质群体中的高能力学生表现不佳。小组运作的质量是高能力学生表现的最强预测因素，并解释了小组组成的大部分影响。
Although many cooperative learning methods advocate grouping students heterogeneously in order to maximize the diversity of perspectives, skills, and backgrounds, past research shows that heterogeneous grouping generally ben-efits low-ability students but does not necessarily benefit high-ability students. This study investigates the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high-ability students completing science performance assessments. High-ability students working in homogeneous groups uniformly performed well, and high-ability students in some heterogeneous groups performed as well as high-ability students in homogeneous groups; but high-ability students in other heterogeneous groups did not perform as well. The quality of group functioning served as the strongest predictor of high-ability students’ performance and explained much of the effect of group composition.