Department of Biological Sciences, University of Maryland Baltimore County, Baltimore, MD 21250.
Faculty Development Center, University of Maryland Baltimore County, Baltimore, MD 21250.
CBE Life Sci Educ. 2020 Mar;19(1):ar7. doi: 10.1187/cbe.19-06-0112.
Group activities as part of active-learning pedagogies are thought to be effective in promoting student learning in part because of the quality of discussion they engender in student teams. Not much is known, however, about which instructional factors are most important in achieving productive conversation or how these factors may differ among different collaborative pedagogies. We explored what provokes meaningful group discussions in a university physiology course taught using team-based learning (TBL). We were most interested in discussions that evoke explanations that go beyond statements of basic facts and into disciplinary reasoning. Using transcribed conversations of four randomly selected teams three times throughout the semester, we analyzed three distinct discursive phenomena-conceptual explanations, re-evaluations, and co-construction-that occurred in productive conversations. In this paper, we provide examples from student discussions showing the role of each of these elements in moving students toward conceptual understanding. These phenomena were more likely to occur in response to higher-order questions in Bloom's taxonomy. Preclass preparation and student accountability as part of TBL may be important factors in this finding. We share implications for practice based on our results.
小组活动作为主动学习教学法的一部分，被认为在促进学生学习方面是有效的，部分原因是它们在学生团队中引发了高质量的讨论。然而，关于哪些教学因素对于实现富有成效的对话最重要，以及这些因素在不同的合作教学法中可能有何不同，我们知之甚少。我们探讨了在使用基于团队的学习（TBL）教授的大学生理学课程中是什么引发了有意义的小组讨论。我们最感兴趣的是那些引发超越基本事实陈述并进入学科推理的解释的讨论。我们在整个学期中使用转录的四个随机选择的小组的对话，分析了在富有成效的对话中出现的三种不同的话语现象——概念解释、重新评估和共同构建。在本文中，我们提供了学生讨论的例子，展示了这些元素中的每一个在推动学生实现概念理解方面的作用。这些现象更有可能是对布鲁姆认知目标分类学中更高层次问题的回应。作为 TBL 的一部分的课前准备和学生责任制可能是这一发现的重要因素。我们根据研究结果分享了实践的启示。
