An Analysis of Discourse in Peer-Led Team Learning

评估/研究（91）化学（12）同侪领导的团队学习模式（PLTL）已经在化学中使用了十年，在生物学和物理学中使用的时间较短。 虽然评估数据表明，PLTL的方法是有效的，在减少自然减员和提高平均成绩的入门科学课程，有没有一个单一的出版研究的过程中，使PLTL这样一个有效的学习环境，在本科科学教育。评估数据表明，华盛顿大学PLTL计划是有效地提高学生的学习成绩，平均，一个字母的成绩的一半，在保持与国家的经验。本研究详细探讨了在华盛顿大学的PLTL会议中发生了什么，以及不同的动态可能会如何不同地影响学生的表现，使承担专业知识在化学教育和合作话语的研究。 更好地了解在成功的PLTL小组中发生的事情，有可能加强同行领导者的培训和改进会议的设计。因此，本研究的初步目标是：（1）调查学生之间以及学生与同伴领导之间的PLTL会话和群体动态;（2）确定不同的学生之间的话语模式和不同的学生在普通化学第一学期课程中的结果之间的潜在相关性;及（3）找出同侪领导与其他学生互动模式与第一学期普通化学课程不同学生成绩之间的潜在相关性。 本研究的第二个目的是利用语篇分析的结果，对以下几个方面进行改进和完善：同侪领导者的申请程序、同侪领导者的选择标准、同侪领导者的培训、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，（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：PLTL话语模式的分析是加强对PLTL如何改善学生学习的理解。这个项目是利用这些知识，告知教师使用PLTL如何改善同行领导人的培训和设计的PLTL会议。 这项研究也有助于更广泛地了解是什么使学生合作成为一种有效的教学工具。项目的更广泛影响：调查结果最初被用于改善同行领导人培训和主办机构的PLTL设计。这些研究结果也通过化学教育界和更广泛的教育界的讲座和出版物传播。

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.