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

UNSPECIFIED (2012) Learning Together While Designing: Does Group Size Make a Difference? Journal of Science Education and Technology, 21 (1). 83 - 94. ISSN 1059-0145

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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. © 2011 Springer Science+Business Media, LLC.


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Details

Item Type: Article
Status: Published
Centers: Other Centers, Institutes, or Units > Learning Research & Development Center
Date: 1 February 2012
Date Type: Publication
Journal or Publication Title: Journal of Science Education and Technology
Volume: 21
Number: 1
Page Range: 83 - 94
DOI or Unique Handle: 10.1007/s10956-011-9284-5
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Refereed: Yes
ISSN: 1059-0145
Date Deposited: 23 Sep 2014 18:08
Last Modified: 05 Jan 2019 15:56
URI: http://d-scholarship.pitt.edu/id/eprint/22945

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