Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-25T09:00:28.586Z Has data issue: false hasContentIssue false
  • English
  • Français

Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

Published online by Cambridge University Press:  05 March 2013

Chija Skala ,
Timothy F. Slater  and
Jeffrey P. Adams
Chija Skala
Affiliation:
Department of Physics, Montana State University, Bozeman, MT 59717-3840, USA; [email protected]
Timothy F. Slater
Affiliation:
Department of Physics, Montana State University, Bozeman, MT 59717-3840, USA; [email protected]
Jeffrey P. Adams
Affiliation:
Department of Physics, Montana State University, Bozeman, MT 59717-3840, USA; [email protected]
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Large-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

Keywords

astronomy educationcollaborative group learningresearch in teaching and learning
Type
Research Article
Information
Publications of the Astronomical Society of Australia , Volume 17 , Issue 2 , 2000 , pp. 185 - 193
Copyright
Copyright © Astronomical Society of Australia 2000

References

Adams, J., & Slater, T. 1998, Mysteries of the Sky (Dubuque, Iowa: Kendall Hunt Publishing)Google Scholar
Adams, J., Adrian, R., Brissenden, G., Slater, T., & Wallace, J. 2000, J. College Sci. Teaching, in pressGoogle Scholar
Astwood, P., & Slater, T. 1997, J. Geoscience Education, 45(3), 238 CrossRefGoogle Scholar
Cox, C., & Carpenter, J. 1991, J. Elem. Sci. Education. 1, 14 Google Scholar
Dennis, T. R. 1990, The Teaching of Astronomy (Eds H. M. Pasachoff & J. R. Percy) (Cambridge University Press), p. 101 Google Scholar
Duncan, D. 1999, Mercury, 28(1), 14 Google Scholar
Fraknoi, A. 1996, Astron Soc. Pacific Conf. Series, Vol. 89 (San Francisco: ASP), p. 9 Google Scholar
Francis, G., Adams, J. P., & Noonan, E. J. 1998, The Phys. Teacher. 36, 488 Google Scholar
McDermott, L. 1991, Am. J. Phys., 59, 301 Google Scholar
Mazur, E. 1997, Peer Instruction: A User's Manual (New York: Prentice Hall)Google Scholar
Mestre, J. P. 1993, AAPT Announcer, 23(4), 41 CrossRefGoogle Scholar
Morgan, D. 1988, Focus Groups as Qualitative Research (New Bury Park, Ca: Sage Publications)Google Scholar
Rischbieter, M. O., Ryan, J. M., & Carpenter, J. R. 1993, J. Geoscience Education. 41, 208 Google Scholar
Safko, J. 1988, in The Teaching of Astronomy (Eds H. M. Pasachoff & J. R. Percy) (Cambridge Univ. Press)Google Scholar
Slater, T. 1997, J. College Science Teaching. 26, 315 Google Scholar
Slater, T., & Astwood, P. 1995, J. Geoscience Education. 43, 216 Google Scholar
Slater, T., Carpenter, J., & Safko, J. 1996, J. Geoscience Education, 44(6), 523 Google Scholar
Slater, T., Hufnagel, B., & Adams, J. 1999, Proc. AAS Meeting, ChicagoGoogle Scholar
Slavin, R. 1991, Educational Leadership, 48(5), 71 Google Scholar
Sokoloff, D. R., & Thornton, R. K. 1997, The Phys. Teacher, 35, 340 Google Scholar
Stewart, D., & Shamdasani, P. 1990, Focus Groups Theory and Practice (New Bury Park, Ca: Sage Publications)Google Scholar
Wills, M. 1999, A study of collaborative learning group dynamics in an inquiry based physics course. MSc thesisGoogle Scholar
Zeilik, M. 1997, AAPT Announcer, 26(4), 63 Google Scholar
Zeilik, M., Schau, C., Matter, N., Hall, S., Teague, K. W., & Bisard, W. 1997, Am. J. Phys., 65, 987 Google Scholar
Zollman, D. 1990, The Phys. Teacher, 28(1), 20 Google Scholar