Having students work in learning teams is a key component of many active learning pedagogies. The goal is for students to engage in productive discourse and interactions that result in meaningful learning. Analysis of student discourse in active learning classrooms, particularly argumentation, provides a lens to characterize student understanding. When paired with analysis of instructor discursive moves, insights can be drawn as to the role of classroom facilitation in promoting productive student discourse and interactions. To investigate the role of instructor facilitation on student argumentation in POGIL physical chemistry classrooms, data was collected at multiple institutions and for multiple semesters. It was found that differences in facilitation can lead to significant differences in the types of student interactions and the nature of student arguments.<br/>

Facilitation matters: Analysis of instructor facilitation strategies and their influences on student argumentation

254th National Meeting (2017)

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