Incorporating More Individual Accountability in Group Activities in General Chemistry

Autor/in	Cox, Charles T., Jr.
Titel	Incorporating More Individual Accountability in Group Activities in General Chemistry
Quelle	In: Journal of College Science Teaching, 44 (2015) 3, S.30-36 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Accountability; Chemistry; Class Activities; Teamwork; Cooperative Learning; College Freshmen; Assignments; Qualitative Research; Statistical Analysis; Teaching Assistants; Experimental Groups; Control Groups; Models; Lecture Method; Problem Based Learning; Teaching Methods; Educational Practices; Educational Strategies; Course Evaluation; Participant Satisfaction; Achievement Gains; Individual Differences + Suchen Sie Ihr Suchwort? Verantwortung; Chemie; Kooperatives Lernen; Studienanfänger; Assignment; Auftrag; Zuweisung; Qualitative Forschung; Statistische Analyse; Analogiemodell; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Achievement gain; Leistungssteigerung; Individueller Unterschied
Abstract	A modified model of cooperative learning known as the GIG model (for group-individual-group) designed and implemented in a large enrollment freshman chemistry course. The goal of the model is to establish a cooperative environment while emphasizing greater individual accountability using both group and individual assignments. The assignments were designed to be parallel to each other, assessing similar qualitative and quantitative aspects of chemistry. The model was designed for implementation in recitation sections led by teaching assistants. A statistical difference between the treatment group and the control groups was observed, with the GIG group performing statistically higher on the exams. Furthermore, when compared with the traditional passive recitation, students reported a greater satisfaction with the GIG model in the final course survey. The success of the model helped provide support in the department for further innovation of inquiry and active learning methodologies and development of the chemistry curriculum. (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	2020/1/01