Resumen de An Action Research Project:: Student Perspectives on Small-Group Learning in Chemistry
Marcy Hamby Towns, Kelley Kreke, Amanda Fields
An action research methodology was used to learn what small-group learning activities meant to students in a physical chemistry course, to discover how the activities could be improved, and to learn how the students' perception of small-group learning changed. Through an analysis of field notes and a student questionnaire, two findings emerged that describe the students' perception of small-group learning activities. First, small-group learning activities provided a mechanism for students to develop a feeling of community in the classroom: through interacting with each other the students sensed that they could rely on and trust each other. Second, relationships were viewed as a positive force in learning, which promoted achievement through commitment and mutual goals. Students facilitated each other's learning by teaching each other, sharing approaches to problem-solving, and asking questions. Students most frequently recommended that student interactions be maximized during small-group learning activities. Among students whose perception of small-group learning changed from negative to positive, the key factor was the promotion of commitment and mutual goals among group members.
