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Goos, Merrilyn; Galbraith, Peter; Renshaw, Peter

doi:10.1023/a:1016209010120

Cited by 239 publications

(96 citation statements)

References 18 publications

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“…Not only can they scaffold each other's learning processes by entering a collaborative zone of proximal development (Goos et al 2002), but experiencing shared interactive flow -a state of mutual resonance and activation where students communicate effortlessly and complement each other's thoughts (Gaggioli et al 2011(Gaggioli et al , 2012Sawyer 2003Sawyer , 2008) -significantly improves intellectual engagement. Crucially, this particular form of flow is facilitated by confidence in the competence of one's group, not oneself.…”

Section: Discussionmentioning

confidence: 99%

“…In terms of outcomes, flow has been linked to academic achievement and learning success in a number of studies (Csikszentmihalyi 1997;Custodero 2002;Ghani 1995;Konradt et al 2001Konradt et al , 2003Rea 2000), covering age groups from elementary school children (Marks 2000;Skinner et al 1990) over secondary schoolers (Goos et al 2002;Shernoff et al 2003) to university students (Guo and Ro 2008;Joo et al 2015;Kiili 2005;Webster et al 1993) and including such diverse settings as foreign language classrooms (Egbert 2003), searching for information on websites (Skadberg and Kimmel 2004) and playing educational computer games (Kiili 2005). Note, however, that in some cases, the association between flow and (apparent) learning success has been shown to be due to the subjective (mis)perception of increased learning rather than actually increased learning (Rossin et al 2009).…”

Section: The Experience Of Flowmentioning

confidence: 99%

“…Education is an inherently social process with interactions on numerous tiersobviously between teachers and learners, but equally importantly among students (Armstrong 2008;Goos et al 2002), e.g. when learning in small groups.…”

Section: Flow In Social Contextsmentioning

confidence: 99%

“…We hypothesized that in addition to increasing satisfaction, shared interactive flow would lead to improved learning and heightened interest (Goos et al 2002) as well as increased perceptions of competence (Salanova et al 2003(Salanova et al , 2014. Since no established measures of shared interactive flow exist, we developed a novel questionnaire by adapting the individual flow scale of Rheinberg et al (2003) which measures components of flow as described by Csikszentmihalyi (1975).…”

Section: Flow In Social Contextsmentioning

confidence: 99%

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Learning as a Shared Peak Experience: Interactive Flow in Higher Education

Raettig

Weger

2018

Int J Appl Posit Psychol

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Student engagement is an important determinant of both academic achievement and subjective well-being. Crucially, engagement has been linked to individuallevel flow, a psychological state characterized by intense enjoyment and complete absorption in an activity. Building on existing concepts, we propose an extension of the flow concept to the group level and argue that teaching is most effective when students working together enter a state of Bshared interactive flow^where they communicate effortlessly and facilitate each other's thought processes. Both causes and effects of interactive flow were investigated in a field study based on a newly developed questionnaire. Students from six different undergraduate psychology courses were measured three times during one semester, yielding 341 observations. The experience of interactive flow was highly correlated with interest in course contents, perceived group competence, the amount of own and group verbal contributions, satisfaction and learning success. Differences in measures acquired before and after classes point to the existence of two virtuous circles: group competence and interest facilitate the occurrence of interactive flow which in turn leads to increasing interest and perceptions of higher group competence. In practical terms, this suggests that teachers can make use of these feedback loops by instilling group-level efficacy beliefs in their students and ensuring that the initial topics of a classroom session are particularly captivating.

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Section: Discussionmentioning

confidence: 99%

Section: The Experience Of Flowmentioning

confidence: 99%

Section: Flow In Social Contextsmentioning

confidence: 99%

Section: Flow In Social Contextsmentioning

confidence: 99%

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Learning as a Shared Peak Experience: Interactive Flow in Higher Education

Raettig

Weger

2018

Int J Appl Posit Psychol

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“…Este papel pode ser usado para deslocar o aluno do processo de memorização para o entendimento ao mesmo tempo em que ajuda o aluno a pensar sobre o próprio processo de seu aprendizado (metacognição) [2,[7][8][9][10]. A cobrança de um papel mais ativo não implica necessariamente a extinção de aulas expositivas e sim sua modificação e reavaliação [11].…”

Section: Introductionunclassified

Engajamento interativo no curso de Física I da UFJF

Barros

Remold

Silva³

et al. 2004

Rev. Bras. Ensino Fís.

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Neste trabalho descrevemos uma série de modificações no ensino de Física I para alunos do curso de Física da UFJF. Estas modificações introduziram um ambiente de engajamento interativo. Analisamos o sucesso do método aplicando o Force Concept Inventory e mostramos uma melhora do desempenho dos alunos, se comparados aos desempenhos típicos dos alunos em métodos convencionais. Palavras-chave: engajamento interativo, aprendizado colaborativo, instrução por pares, metacognição.In this paper we describe a series of changes to the teaching method of an undergraduate introductory physics course for physics majors at the Federal University of Juiz de Fora. The aim of the method is to foster interactive engagement. We analyze the effectiveness of instruction by measuring the normalized gain g for the Force Concept Inventory and compare it to previous semesters. We show an increase in g compared to traditional teaching methods. Keywords: interactive engajement, collaborative learning, peer instruction, metacognition. IntroduçãoO ensino de Ciências e Matemática nas universidades brasileiras tem, em geral, um baixo rendimento que resulta em altos índices de reprovação, retenção e abandono. Uma das razões é o modelo passivo de aprendizado fomentado nos ambientes tradicionais de ensino em que alunos raramente interagem produtivamente e onde o estímulo é a nota e não o conhecimento. Neste modelo, os estudantes demonstram seu aprendizado resolvendo problemas padrões, mas frequentemente não mudam a maneira como entendem o mundo ao seu redor 1 . No modelo passivo de aprendizagem, alunos adotam as seguintes estratégias:• Concentrar em memorização, ao invés do entendimento.• Estudar nas vésperas de provas para obter notas, ao invés de conhecimentos.• Utilizar para auto-avaliação somente notas, ao invés de refletir sobre seu progresso.• Compartimentalizar o conhecimento, ao invés de pensar no que sabe como um todo.• Trabalhar sozinho, ao invés de articular idéias com seus colegas, solidificando-as.• Tentar adivinhar a visão de mundo do professor, ao invés de repensar sua própria.• Aceitar informações (mesmo sem acreditá-las), ao invés de questionar criticamente.Estas estratégias permitem uma atitude epistemoló-gica em que Física é uma coleção de conhecimentos e fatos desconexos. Não é surpreendente que pesquisas em ensino de ciências mostrem que práticas passivas de ensino obtêm resultados inferiores [2,3] e menos duradouros [4] do que práticas que usam modelos de envolvimento ativo [5].Tendo estas pesquisas em mente, no segundo semestre de 2001 modificamos o método de ensinar a disciplina de Física I do Departamento de Física da UFJF, ministrada por um dos autores desse artigo (JAB). Física I é uma disciplina do ciclo básico com grande índice de reprovação e pertence a uma série de quatro disciplinas básicas (Física I, II, III e IV), sendo pré-requisito para todas. A ementa desta disciplina abrange a mecânica newtoniana utilizando o cálculo diferencial e integral [6], sem contudo incluir gravitação. Por seu papel único, Física I é ...

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“We’re getting somewhere”: Development and implementation of a framework for the analysis of productive science discourse

2018

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Sense‐making and argumentation are two common ways to frame student discourse. The former emphasizes the process of students coming to an understanding, the latter the logical and rhetorical structure of the product. When we investigated the discourse of two groups of preservice science teachers in an environment that fosters productive disciplinary engagement, we found that elements of both sense‐making and argumentation pervaded the discourse as the preservice teachers engaged in the scientific practice of developing an explanation of a complex phenomenon. We have developed a framework based on, but extending that of Toulmin that allowed us to capture the to‐and‐fro nature of the development of an explanation by using elements of argumentation and sense‐making as well as transactivity. Using the framework we were able to characterize almost all utterances of the 40‐min discourse of both groups. Both groups arrived at a similar point of conceptual convergence, even though the interactions that took place during the activity were of quite a different nature. We detail the affordances of our framework and contrast them with those of purely argumentation‐based frameworks.

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Untitled

Cited by 239 publications

References 18 publications

Learning as a Shared Peak Experience: Interactive Flow in Higher Education

Learning as a Shared Peak Experience: Interactive Flow in Higher Education

Engajamento interativo no curso de Física I da UFJF

“We’re getting somewhere”: Development and implementation of a framework for the analysis of productive science discourse

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