scholarly journals Student Behaviors and Interactions Influence Group Discussions in an Introductory Biology Lab Setting

2020 ◽  
Vol 19 (4) ◽  
pp. ar58
Author(s):  
Alex R. Paine ◽  
Jennifer K. Knight
Keyword(s):  
Group Discussion ◽  
Student Behaviors ◽  
Introductory Biology ◽  
Group Discussions ◽  
Biology Lab

Students naturally take on different behaviors when engaged in group discussion of data, which sorts them into preferred roles. In discussions in which all students collaborate, groups generate more complete arguments to support conclusions. Without guidance, groups generally focus on analyzing data rather than building reasoned explanations.

Fostering climate change consensus: The role of intimacy in group discussions

2021 ◽  
pp. 096366252110206
Author(s):  
Lyn M. van Swol ◽  
Emma Frances Bloomfield ◽  
Chen-Ting Chang ◽  
Stephanie Willes
Keyword(s):  
Climate Change ◽  
Group Discussion ◽  
Group Consensus ◽  
Group Discussions ◽  
Self Disclosure ◽  
Group Attraction ◽  
Climate Change Information ◽  
To Come ◽  
Collective Engagement

This study examined if creating intimacy in a group discussion is more effective toward reaching consensus about climate change than a focus on information. Participants were randomly assigned to either a group that spent the first part of an online discussion engaging in self-disclosure and focusing on shared values (intimacy condition) or discussing information from an article about climate change (information condition). Afterward, all groups were given the same instructions to try to come to group consensus on their opinions about climate change. Participants in the intimacy condition had higher ratings of social cohesion, group attraction, task interdependence, and collective engagement and lower ratings of ostracism than the information condition. Intimacy groups were more likely to reach consensus, with ostracism and the emotional tone of discussion mediating this effect. Participants were more likely to change their opinion to reflect that climate change is real in the intimacy than information condition.

Equal Performance, Different Grade: Women’s Performance in Discussion Perceived Worse Than Men’s

2021 ◽  
pp. 014616722199221
Author(s):  
Angela R. Dorrough ◽  
Monika Leszczyńska ◽  
Sandra Werner ◽  
Lovis Schaeffer ◽  
Anna-Sophie Galley ◽  
...  
Keyword(s):  
Group Discussion ◽  
Selection Procedure ◽  
Similar Degree ◽  
Female Group ◽  
Group Discussions ◽  
Work Related ◽  
Female Performance ◽  
Group Members ◽  
Hidden Profile ◽  
Perceived Helpfulness

We investigate how men and women are evaluated in group discussions. In five studies ( N = 761) using a variant of a Hidden Profile Task, we find that, when experimentally and/or statistically controlling for actual gender differences in behavior, the female performance in a group discussion is devalued in comparison to male performance. This was observed for fellow group members (Study 1) and outside observers (Studies 2–5), in both primarily student (Studies 1, 4, and 5) and mixed samples (Studies 2 and 3), for different measures of performance (perceived helpfulness of the contribution, for work-related competence), across different discussion formats (preformulated chat messages, open chat), and when controlling for the number of female group members (Study 5). In contrast to our hypothesis, we did not find a moderating effect of selection procedure in that women were devalued to a similar degree in both situations with a women’s quota and without.

Confronting Scientific Misconceptions by Fostering a Classroom of Scientists in the Introductory Biology Lab

2014 ◽  
Vol 76 (8) ◽  
pp. 518-523
Author(s):  
Matthew L. Holding ◽  
Robert D. Denton ◽  
Amy E. Kulesza ◽  
Judith S. Ridgway
Keyword(s):  
Scientific Inquiry ◽  
Scientific Community ◽  
Introductory Biology ◽  
Fundamental Component ◽  
Hands On ◽  
Education Levels ◽  
Recent Trends ◽  
Science Curricula ◽  
Biology Lab ◽  
Student Inquiry

A fundamental component of science curricula is the understanding of scientific inquiry. Although recent trends favor using student inquiry to learn concepts through hands-on activities, it is often unclear to students where the line is drawn between the content and the process of science. This activity explicitly introduces students to the processes of science and allows the classroom to become a scientific community where independent studies are performed, shared, and revised. We designed this activity to be relatively independent of the chosen content, allowing instructors to utilize the presented framework for classes of various disciplines and education levels.

Group Discussion in a Blended Environment in Engineering Education

TEM Journal ◽  
2021 ◽  
pp. 508-516
Author(s):  
Deepti Mishra ◽  
Gonca Gokce Menekse Dalveren ◽  
Frode S. Volden ◽  
Carly Grace Allen
Keyword(s):  
Engineering Education ◽  
Group Process ◽  
Eye Gaze ◽  
Group Discussion ◽  
Group Discussions ◽  
Verbal Cues ◽  
Face To Face ◽  
Seating Arrangement ◽  
Key Factor ◽  
Group Members

Group work is a necessary element of engineering education and group members need information about one another, group process, shared attention and mutual understanding during group discussions. There are several important elements for establishing and maintaining a group discussion such as participant’s role, seating arrangement, verbal and non-verbal cues, eye gaze, gestures etc. The present study investigates these elements for identifying the behavior of group members in a blend of traditional face-to-face discussion along with computer supported cooperative work (CSCW) setting. The results of this study have shown that, speaking duration is the key factor for identifying the leadership in a group and participants mostly used eye gazes for turn taking. Although this study is a mix of face-to-face and CSCW discussion setting, participants mostly behave like faceto- face group discussion. However, unlike the previous studies involving face-to-face discussion, the relation between seating arrangement and amount of attention is not apparent from the data during this study.

Enhancing graduates’ employability through polytechnic–industry collaboration

2021 ◽  
pp. 095042222110631
Author(s):  
Innocent Otache
Keyword(s):  
Focus Group ◽  
Group Discussion ◽  
Policy Framework ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
National Board ◽  
Job Requirements ◽  
Industry Collaboration ◽  
Regulatory Bodies ◽  
Practical Implications

The unemployability of many Nigerian graduates is somewhat attributable to the existing wide collaboration gap between Nigerian higher education institutions and industry. Against this backdrop, this study explores how Nigerian polytechnics and industry can collaborate to enhance graduates’ employability. Adopting a focus group discussion approach, three focus groups involving 20 people (eight polytechnic lecturers, six National Board for Technical Education officials and six industry executives) participated in the study. Content analysis of the focus group discussions revealed the need to involve industry experts in curriculum development and review to meet today’s job requirements in industry. The need to involve industry experts in teaching certain aspects of the curriculum was also highlighted. The findings further revealed the desirability of exposing students and lecturers to industrial work situations to equip them with workplace skills and experience. Additionally, the study found that a comprehensive collaboration policy framework, funding, commitment, mutual benefits and trust are required to achieve successful polytechnic–industry collaboration. This research demonstrates that effective collaboration between polytechnics and industry will help to improve the employability of graduates. The findings provide policy and practical implications for polytechnics, regulatory bodies, industry and government.

scholarly journals Discussion Support System for Intra-class Discussions and the Criteria for Group Making

2009 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Ikuo Kitagaki
Keyword(s):  
Computer System ◽  
Support System ◽  
Cell Phone ◽  
Group Discussion ◽  
Group Discussions ◽  
Class Discussions ◽  
Other Information ◽  
Group Information ◽  
The Given ◽  
Computerized System

A computerized system has been discussed. It assists group discussion done in a classroom in the way that, first, it presents a topic with the relevant choices, second, each student selects a choice and sends it to the server, third, the server determines the groups according to the choices and other information, forth, it sends to the students’ cell phone the group information with each choice, lastly, students actually make group according to the given information then start to discuss. Relating to the system, this paper describes the configuration of the proposed computer system, two aspects of group division(difference in learning and similarity in learning), the algorithm of the group division, and the execution process of actual group discussions, assisted by this system, about specific topics.

scholarly journals Varying the Preparation Guide and Group Discussion in a Classroom Analysis of Interteaching

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Catherine M Gayman ◽  
Stephanie T Jimenez
Keyword(s):  
Academic Success ◽  
Small Group ◽  
Group Discussion ◽  
Active Engagement ◽  
Group Discussions ◽  
Effective Implementation ◽  
Student Comprehension ◽  
Small Group Discussions ◽  
Frequent Testing ◽  
Psychology Course

Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of preparation guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategies used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the preparation guide and group discussions to determine which method led to higher academic success. A group design was used in two sections of a psychology course over two semesters. One section experienced the standard interteaching method, where students completed the entire preparation guide prior to class and engaged in small group discussions during class. The second section was divided into two groups and each group was given half of the preparation guide to complete. Students, then, went through two rounds of group discussions: first, in a dyad with a member that completed the same portion of the preparation guide and then in a larger group with another dyad who completed the other portion of the preparation guide. Students in the second section scored more points on exam questions that came from their half of the preparation guide and they demonstrated less of a preference for interteaching than those who experienced the standard interteaching method. Results from this study indicate that instructors should have students read and complete the entire preparation guide to allow for more effective implementation of interteaching.

scholarly journals Strengthening Counter-Radicalism Through Santri Discussion Group

2021 ◽  
Vol 2 (1) ◽  
pp. 106-114
Author(s):  
Rindha Widyaningsih ◽  
Kuntarto ◽  
Muhamad Riza Chamadi
Keyword(s):  
Community Service ◽  
Community Education ◽  
Soft Skills ◽  
Group Discussion ◽  
Boarding School ◽  
Educational Material ◽  
Group Discussions ◽  
The Third ◽  
Analytical Skills ◽  
Hard Skills

The santri group discussion aims to strengthen the character of Pancasila and the santri knowledge about issues of radicalism and terrorism in order to avoid the radicalism ideology. The activity was held at the Darul Abror Purwokerto Islamic Boarding School with 50 participants. The community service method uses a combination of community education methods and group discussions. The activity was carried out in three sessions: providing educational material, in-group discussions, and inter-group discussions. In the first session, the method provides in-depth material on radicalism and Pancasila by the community service team. The method at the second session is in-group discussion. The second session's point was to improve the participants analytical skills in responding to radicalism and Pancasila issues. The method in the third session is inter-group discussion. The santri group discussion showed that the students in Darul Abror had increased knowledge about radicalism and terrorism and developed the character of Pancasila to prevent the threat of radicalism. Students sharpen hard skills through discussion activities in practice identification and analysis of problems and problem-solving. The development of participants' soft skills is a sense of respect for other people's opinions, tolerance, and culture of deliberation.

scholarly journals The Issue of Student Achievement of Primary Teacher Education (PGSD) in Group Discussion

2019 ◽  
Author(s):  
Dewingga Fizzy Keni Pratama ◽  
Muhammad Nur Wangid
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Mastery Learning ◽  
Group Discussion ◽  
Primary Teacher ◽  
Group Discussions ◽  
Learning Achievement ◽  
Primary Teacher Education ◽  
The Relationship ◽  
Improve Student Learning

This article considers the relationship between group discussion and student achievement of PGSD University PGRI Wates. The results showed there group discussion can increase student learning achievement. Students achieve minimal mastery learning. Based on empirical evidence from group discussions and learning achievements, it explores the extent to which forms of group discussion can contribute to learning achievement. This article argues that group discussions offer new and important things in the practice of learning. The results showed that group discussion can improve students learning achievement. In other words the use of group discussion in student learning can improve student learning achievement.

scholarly journals PEMBERDAYAAN MASYARAKAT MELALUI PROGRAM PENDAMPINGAN DESA WISATA DI DESA BEJIJONG KABUPATEN MOJOKERTO

2020 ◽  
Vol 4 (2) ◽  
pp. 390
Author(s):  
M Nilzam Aly ◽  
Bambang Suharto ◽  
Sri Endah Nurhidayati ◽  
Nuruddin Nuruddin ◽  
Ria Triwastuti
Keyword(s):  
Focus Group ◽  
Rural Areas ◽  
Evaluation Method ◽  
Preparation Method ◽  
Group Discussion ◽  
Community Empowerment ◽  
Online Marketing ◽  
Group Discussions ◽  
Post Test ◽  
The Many

Ideally, community empowerment programs in rural areas should not be implemented once in a while. This is very important to maintain the aspect of sustainability and achieve the goals maximally. People in rural areas are the target of empowerment programs considering the many problems that exist there. Statistical data shows that the distribution of the majority of the national poor is in rural areas. One method of reducing poverty is through the development of tourist villages. The purpose of this community service program is to increase the understanding and skills of the community in Bejijong Tourism Village, especially in the field of homestay management and online marketing of citizen handicraft products. The stages in this empowerment program through three methods, namely preparation, implementation, and evaluation. The preparation method was carried out with focus group discussions with residents and field observations. The method of implementation is carried out by the methods of socialization, training and mentoring. Meanwhile, the evaluation method is carried out through discussions with partners. The results of this activity indicate that the understanding and competence of citizens has increased for the better. The results of this activity were measured using a questionnaire (pre-test and post-test) and calculated using a Likert scale.abstrakProgram pemberdayaan masyarakat di wilayah pedesaan idealnya dilaksanakan tidak dengan sekali waktu. Hal ini menjadi sangat penting untuk menjaga aspek keberlanjutan dan mencapai tujuan secara maksimal. Masyarakat di perdesaan menjadi sasaran program pemberdayaan mengingat banyak sekali permasalahan yang ada di sana. Data statistik menunjukkan sebaran penduduk miskin nasional mayoritas berada di wilayah perdesaan. Salah satu metode untuk mengurangi angka kemiskinan adalah melalui pengembangan desa wisata. Tujuan dari program pengabdian masyarakat ini adalah untuk meningkatkan pemahaman dan keterampilan masyarakat di Desa Wisata Bejijong khususnya dalam bidang pengelolaan homestay dan pemasaran daring produk kerajinan warga. Tahapan dalam program pemberdayaan ini melalui tiga metode yaitu persiapan, pelaksanaan, dan evaluasi.  Metode persiapan dilakukan dengan metode focus group discussion bersama  warga dan observasi lapangan. Metode pelaksanaan dilakukan dengan metode sosialisasi, pelatihan, dan pendampingan. Sedangkan metode evaluasi dilaksanakan dengan metode diskusi dengan mitra. Hasil kegiatan ini menunjukkan bahwa pemahaman dan kompetensi warga  mengalami peningkatan kea rah yang lebih baik. Hasil kegiatan ini diukur dilakukan dengan menggunakan kuesioner (pre tes dan pos tes) dan dihitung dengan skala likert.

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