In the past decade there has been increased emphasis on research-based instructional practices in STEM fields, specifically in terms of student-centered active learning approaches. Much of this drive for pedagogical change has come from the numerous publications on the positive impact active learning environments have on student outcomes in large introductory courses, particularly for students who have historically been underserved in STEM fields. However, more work is needed to understand how students engage in these courses to provide insights on how to promote more effective active learning environments. This project is focused on characterizing the essential features of effective task design and implementation that foster productive engagement of diverse students in discourse practices known to promote meaningful learning in different active learning environments. Initial analysis has been done on the nature of interactions occurring between students in small group discussion formatted courses along with an analysis of the activities worked on by students. Results of this initial analysis suggest effective task design is not enough to foster students’ construction of scientific knowledge and meaningful learning, and that instructor facilitation and group dynamics play a major role.

Understanding discourse patterns in a small discussion course

ACS Spring 2022

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