Learning Physics in Small-Group Discussions – Three Examples

Abstract

This article reports on an investigation of students learning of physics during group discussions around context-rich problems in introductory physics courses at university level. We present the results from video recordings of student groups solving three different problems. We found that group discussions around physics problems can lead to stimulating and learning discussions of physics but we also observed situations when the discussions did not work well. Misunderstandings of physics concepts reported in the literature emerge in the discussions now and then but the students also detect new "problems". In the discussions most misunderstandings and problems are treated and solved either by the students themselves or by the students together with the teacher. Factors that stimulate a good discussion are engaging problems and a teacher at hand to answer questions and to discuss with the students. Factors that prevent a fruitful discussion are too little knowledge of the actual physics among the students and bad functioning of the groups.

Learning about friction: group dynamics in engineering students’ work with free body diagrams

“…Due to fear of imbalanced power relations when students learn physics together, teachers and tutors have in earlier research been recommended the strategy of giving students specific roles which circulate, such as 'the executive manager', 'the sceptic' and 'the secretary', (Benckert and Pettersson 2008;Heller and Hollabaugh 1992b). Our research supports that strategy.…”

“…However, there is a strand of video research that illustrate how groups of students are not 'productive' in every moment when they solve physics problems together: the students may talk off topic (Scherr and Hammer 2009) or the students might get stuck in the problem-solving process (Benckert and Pettersson 2008;Ingerman, Berge, and Booth 2009). The students' (sometimes collective) approaches to the task when solving physics problems influenced the learning possibilities when learning together (Berge and Danielsson 2013;Berge, Danielsson, and Ingerman 2012).…”

“…When the group had a strong focus on understanding the problems, the learning space opened up, with the benefit of more learning possibilities. Previous research affords recommendations for how collaborative work around physics concepts should be conducted: three-and four-member groups generate the best solutions (Benckert and Pettersson 2008;Heller and Hollabaugh 1992b). Heller and Hollabaugh (1992b) also recommend that the students discuss what they could do the next time to improve their 'group functioning' and to define and assign students-specific roles, such as the 'manager' the 'sceptic' and the 'recorder'.…”

Pengaruh Pembelajaran dengan Model Problem Solving Fisika terhadap Hasil Belajar dan Kemampuan Pemecahan Masalah Fisika Siswa Kelas XI IPA SMAN 1 Lebong

“…Pembelajaran pada kelas eksperimen yang menggunakan model PSF mengajarkan siswa untuk bisa berdiskusi bersama temannya dalam kelompok kecil yang terdiri dari tiga hingga empat orang. Benckert dan Petterson (2008) menyatakan bahwa pembelajaran problem solving melalui kelompok kecil, siswa dapat mendiskusikan konsep dan prinsip fisika serta menyalurkan pengetahuan mereka sehingga miskonsepsi yang mereka peroleh dari pembelajaran bisa diperbaiki bersama antara sesama siswa maupun siswa dengan guru [15]. Hal ini menjadi faktor mengapa siswa kelas eksperimen memperoleh hasil belajar yang lebih tinggi daripada kelas kontrol.…”

The problem-solving process in physics as observed when engineering students at university level work in groups

“…Studies have also been conducted on the question how the use of context affects the students' interest and how the use of context-rich problems (Heller and Hollabaugh 1992) develops the discussion from talk based on everyday life experiences to a conversation based on physics reasoning (Benckert and Pettersson 2008;Benckert et al 2005;Enghag et al 2007Enghag et al , 2009Enghag and Niedderer 2008;Jonsson et al 2008). This paper adds to the knowledge of group work, aimed at context-rich problems (CRP) in physics, by studying the problemsolving process in student groups.…”