Learning Together While Designing: Does Group Size Make a Difference?

Abstract

As the use of project-based learning becomes more frequent in the K-12 science classroom, and in chemistry classrooms in particular, teachers have begun to identify practical questions about implementation that should be addressed empirically. One such question concerns whether there is an ideal group size that fosters individual student achievement. The current project was designed to assess how group size might impact student chemistry content learning in a project-based learning environment, and how well students are prepared to transfer this new knowledge to other relevant areas. The results indicated that particular conditions (e.g. advanced classrooms) interact with group size (a seemingly superficial feature) to differentially influence the depth and level of student learning related to the unit and student's ability to transfer his/her knowledge outside of the context of a project-based learning unit.

Studying Collaboration Dynamics in Physical Learning Spaces: Considering the Temporal Perspective through Epistemic Network Analysis

“…The results, which show behavioural differences between dyads and triads, can expand previous research on this topic. Specifically, studies that deal with the differences between these two group sizes and report on the potential effect of the educational context [ 48 , 69 ] may be updated with the findings presented here. The physical context, indeed, is part of the educational context and should be considered when differences between dyads and triads are examined [ 69 ].…”

“…Specifically, studies that deal with the differences between these two group sizes and report on the potential effect of the educational context [ 48 , 69 ] may be updated with the findings presented here. The physical context, indeed, is part of the educational context and should be considered when differences between dyads and triads are examined [ 69 ]. Therefore, by focusing on learning space and, more specifically, table shapes, in identifying differences between dyads and triads, this study extends previous research by contributing with new insights about group size.…”

Synergistic team composition: A computational approach to foster diversity in teams

“…On the one hand, this limitation comes from the fact that larger team sizes are rather rare in an educational context (see e.g. [52,53,54]) 7 On the other hand, the computational burden for STCPSolver when handling team sizes larger than 6 was too high, making comparisons with optimal solutions too costly.…”

Madde-Işık Etkileşimine Dayanan Spektroskopik Analiz Yöntemi Uygulamalarında Proje Tabanlı Öğrenme Yaklaşımının Kimya Öğretmen Adaylarının Akademik Başarılarına Etkisi

“…Kimya konularının anlaşılma zorluklarının önüne geçebilmek için kavramların somutlaştırılarak anlatılması önemlidir. Bu durum uygun öğretim yöntemlerinin derslerde kullanılması ile mümkün olmaktadır (Apedoe, Ellefson, & Schunn, 2012;Díaz-Vázquez et al, 2012;Sert Çıbık & Yalçın, 2012). Öğrenci başarısının artması için öğrencilerin problem çözme becerilerini geliştiren, ezberden uzaklaştıran uygun aktif öğrenme yaklaşımları kullanılmalıdır.…”