An Analysis of Discourse in Peer-Led Team Learning

评估/研究(91)化学(12)同行领导的小组学习模式(PLTL)在化学领域已经使用了十年，在生物和物理领域使用的时间较短。虽然评估数据表明，PLTL方法在减少自然减员和提高入门科学课程的平均成绩方面是有效的，但没有一项已发表的关于使PLTL成为本科科学教育中有效学习环境的过程的研究。评估数据表明，华盛顿大学的PLTL项目有效地提高了学生的学习成绩，平均提高了半个字母等级，与全国的经验一致。这项研究详细研究了在华盛顿大学PLTL课程中发生的事情，以及不同的动态如何通过运用化学教育和合作话语研究方面的专业知识，对学生的表现产生不同的影响。更好地了解成功的PLTL小组究竟发生了什么，有可能加强同行领袖培训和改进会议的设计。因此，本项目的初始目标是：(1)调查学生之间以及同伴领袖和学生之间在PLTL会话期间的对话和小组动态；(2)确定普通化学第一学期课程中不同的学生-学生话语模式与不同学生结果之间的潜在相关性；以及(3)确定同伴领袖与其他学生之间的互动模式与普通化学第一学期课程中不同学生结果之间的潜在相关性。利用语篇分析的结果，本研究的次要目标是细化和改进：同伴领袖申请程序、同伴领袖选择标准、同伴领袖培训、学生讨论材料、最佳小组规模和组织安排。其他目标是(1)增加教师对小组学习和主动学习如何提高学生对普通化学的理解和表现的理解，以及(2)为本科生提供获得化学教育研究经验的机会。拟议活动的智力价值：对PLTL语篇模式的分析有助于加深对PLTL如何改善学生学习的理解。该项目正在利用这些知识向使用PLTL的教员告知如何改进同行领袖培训和PLTL课程的设计。这项研究还有助于更广泛地理解是什么使学生协作成为有效的教学工具。项目的更广泛影响：调查结果最初被用来改进主办机构的同行领袖培训和PLTL设计。这些发现还通过在化学教育界和更广泛的教育界的讲座和出版物进行传播。

Assessment/Research (91)Chemistry (12)The Peer-Led Team Learning model (PLTL) has been in use for a decade in chemistry and for shorter periods in biology and physics. While assessment data indicate that the PLTL approach is effective in reducing attrition and in raising average grades in introductory science courses, there is not a single published study of the process that makes PLTL such an effective learning environment in undergraduate science education. Evaluation data indicate that the Washington University PLTL program is effective at improving students' academic performance by, on average, one-half of a letter grade, in keeping with the national experience. This study is examining in detail what transpires within the PLTL sessions at Washington University, and how different dynamics might differentially affect student performance, by bringing to bear expertise in both chemistry education and in the study of collaborative discourse. A better understanding of exactly what takes place in successful PLTL groups has potential to enhance peer leader training and improve the design of the sessions. Thus the initial objectives of this project are to: (1) investigate the conversational and group dynamics during the PLTL sessions between the students themselves and between the peer leader and the students; (2) identify potential correlations between different patterns of student-student discourse and different student outcomes in the general chemistry first-semester course; and (3) identify potential correlations between the patterns of interaction between the peer leader and other students and different student outcomes in the general chemistry first-semester course. Using the results of this discourse analysis, the secondary objectives of this study are to refine and improve: the peer leader application process, the peer leader selection criteria, peer leader training, student discussion materials, optimal group size, and the organizational arrangements. Additional objectives are to (1) increase the faculty's understanding of how group learning and active learning improve student understanding and performance in general chemistry and (2) provide undergraduates with the opportunity to obtain research experience in chemical education. Intellectual Merit of the proposed activities: The analysis of patterns of PLTL discourse is enhancing understanding of how PLTL works to improve student learning. This project is using that knowledge to inform instructors using PLTL how to improve peer-leader training and the design of the PLTL sessions. This research is also contributing to broader understanding of what makes student collaboration an effective pedagogical tool. Broader Impact of project: Findings are being used initially to improve peer-leader training and PLTL design at the host institution. These findings are also being disseminated via talks and publications in both the chemical education community and the broader education community.