Literaturnachweis - Detailanzeige
| Autor/inn/en | Rieger, Georg W.; Heiner, Cynthia E. |
|---|---|
| Titel | Examinations That Support Collaborative Learning: The Students' Perspective |
| Quelle | In: Journal of College Science Teaching, 43 (2014) 4, S.41-47 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0047-231X |
| Schlagwörter | Surveys; Observation; Cooperative Learning; Science Instruction; Formative Evaluation; Tests; Foreign Countries; College Students; Physics; Introductory Courses; Student Attitudes; Canada |
| Abstract | We used surveys and classroom observations to examine student reactions to two-stage exams, where students first do the exam individually and then redo it collaboratively. Our results show why both students and instructors appreciate this examination format: Two-stage collaborative examinations are relatively easy to implement, have a high potential for learning, and support the collaborative learning approach used in many sciences classes. A look at survey data from an introductory physics class shows that a vast majority of students (76%) had a positive opinion of this exam format (expressed in 236 comments) whereas only 10% expressed an overall negative opinion in 30 negative statements. Most of the positive comments relate to how this benefits learning. In this article, we describe how to implement two-stage exams, discuss advantages and disadvantages, and present the students' view. (As Provided). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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