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Autor/inn/enNieswandt, Martina; McEneaney, Elizabeth H.; Affolter, Renee
TitelA Framework for Exploring Small Group Learning in High School Science Classrooms: The Triple Problem Solving Space
QuelleIn: Instructional Science: An International Journal of the Learning Sciences, 48 (2020) 3, S.243-290 (48 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Nieswandt, Martina)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0020-4277
DOI10.1007/s11251-020-09510-9
SchlagwörterHigh School Students; Small Group Instruction; Science Instruction; Cooperative Learning; Group Dynamics; Teamwork; Problem Solving; Peer Relationship; Interaction; Affective Behavior; Emotional Response; Grade 9; Learning Processes
AbstractClassroom activities using an inquiry approach often feature students working in small groups to reduce teacher-centeredness and maximize student autonomy. Within science classrooms, group work may mirror modern scientific research: successful interaction among team members (social/relational) that engages probing questioning and creativity (cognitive/content) with emotional attachment to their work (affective). Previous research on small group work in school science focused either on single dimensions of group work--mostly on needed cognitive resources, e.g., knowledge and skills for understanding and addressing the problem--or on the interplay between cognitive and social resources (e.g., science knowledge and capacity to foster group interactions), while the role of affects is relatively unexplored. We propose that group work demands the collective construction of a "triple problem solving space" in which all three dimensions--cognitive/content (the problem to be solved), social/relational (the challenges based on social interactions within the group), and affective (the emotional life of the group)--are developed on a moment-by-moment basis. Assessing whether and to what extent students collectively construct a positive triple problem solving space, we videotaped small groups' interactions (3-4 students per group) during inquiry-based activities in three ninth grade science classes. Results showed that when a group collectively positions itself positively in terms of social and affective dynamics, it tends to engage effectively in the cognitive aspects of the assigned tasks. The qualitative analysis further highlights the socially-shared regulation processes that involve an ongoing negotiation between intra- and inter-individual resources and which are the result of each group member deploying individual resources along each dimension, monitoring and evaluating their peers' processes, and adjusting their processes accordingly through integration of information from self and others. (As Provided).
AnmerkungenSpringer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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