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written by Paul Gresser
For many students, learning can be accomplished most effectively through social interaction with peers, and there have been many successes in using a group environment to improve learning in a variety of classroom settings. What is not well understood, however, are the dynamics of student groups, specifically how the students collectively apprehend the subject matter and share the mental workload.

This research examines recent developments of theoretical tools for describing the cognitive states of individual students: associational patterns such as epistemic games and cultural structures such as epistemological framing. Observing small group interaction in authentic classroom situations (labs, tutorials, problem solving) suggests that these tools could be effective in describing these interactions.

There are many reasons why group work may run into difficulties, such as a lack or imbalance of knowledge, an inappropriate mix of learning styles, or a destructive power arrangement. This research explores whether or not inconsistent epistemological framing among group members can also be a cause of group failure. Case studies of group interaction in the laboratory reveal evidence of successful groups employing common framing, and unsuccessful groups failing from lack of a shared frame.
University: University of Maryland
Academic Department:  Physics
Subjects Levels Resource Types
Education Foundations
- Behavior
= Social Interaction
- Student Characteristics
= Ability
Education Practices
- Active Learning
= Cooperative Learning
- Curriculum Development
= Laboratory
- Lower Undergraduate
- Instructional Material
= Best practice
= Instructor Guide/Manual
= Laboratory
- Reference Material
= Research study
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Free access
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© 2005 Paul Gresser
Keywords:
group interactions, group learning, self-guided laboratory
Record Creator:
Metadata instance created December 25, 2006 by Bruce Mason
Record Updated:
December 25, 2006 by Bruce Mason
Last Update
when Cataloged:
January 1, 2005
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Record Link
AIP Format
P. Gresser, University of Maryland, 2005, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4767&DocID=207).
AJP/PRST-PER
P. Gresser, A Study of Social Interaction and Teamwork in Reformed Physics Laboratories, University of Maryland, 2005, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4767&DocID=207>.
APA Format
Gresser, P. (2005, January 1). A Study of Social Interaction and Teamwork in Reformed Physics Laboratories (University of Maryland, 2005). Retrieved October 30, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4767&DocID=207
Chicago Format
Gresser, Paul. "A Study of Social Interaction and Teamwork in Reformed Physics Laboratories." University of Maryland, 2005. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4767&DocID=207 (accessed 30 October 2014).
MLA Format
Gresser, Paul. "A Study of Social Interaction and Teamwork in Reformed Physics Laboratories." 1 Jan. 2005. University of Maryland, 2005. 30 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4767&DocID=207>.
BibTeX Export Format
@phdthesis{ Author = "Paul Gresser", Title = {A Study of Social Interaction and Teamwork in Reformed Physics Laboratories}, School = {University of Maryland}, Month = {January}, Year = {2005} }
Refer Export Format

%A Paul Gresser
%T A Study of Social Interaction and Teamwork in Reformed Physics Laboratories
%D January 1, 2005
%I University of Maryland
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4767&DocID=207
%O Physics
%O application/pdf

EndNote Export Format

%0 Thesis
%A Gresser, Paul
%D January 1, 2005
%T A Study of Social Interaction and Teamwork in Reformed Physics Laboratories
%B Physics
%I University of Maryland
%8 January 1, 2005
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4767&DocID=207


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