Factors Affecting Individuals' Cognitive Engagement during Group Work in General Chemistry: Timing, Group Size, and Question Type
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| Title: | Factors Affecting Individuals' Cognitive Engagement during Group Work in General Chemistry: Timing, Group Size, and Question Type |
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| Authors: | Safaa Y. El-Mansy (ORCID |
| Source: | Chemistry Education Research and Practice. 2024 25(3):799-814. |
| Availability: | Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2120843 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Chemistry, Cooperative Learning, Learner Engagement, Class Size, Questioning Techniques, Thinking Skills |
| Geographic Terms: | Oregon (Portland) |
| DOI: | 10.1039/d3rp00279a |
| ISSN: | 1756-1108 |
| Abstract: | Understanding how individual students cognitively engage while participating in small group activities in a General Chemistry class can provide insight into what factors may be influencing their level of engagement. The Interactive-Constructive-Active-Passive (ICAP) framework was used to identify individual students' level of engagement on items in multiple activities during a General Chemistry course. The effects of timing, group size, and question type on engagement were investigated. Results indicate students' engagement varied more in the first half of the term, and students demonstrated higher levels of engagement when working in smaller groups or subsets of larger groups when these groups contained students with similar levels of knowledge. Finally, the relation between question type (algorithmic "versus" explanation) and engagement depended on the activity topic. In an activity on Solutions and Dilutions, there was a significant relation where algorithmic items had higher occurrences of Interactive engagement. The implications of this work regarding teaching and research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1428953 |
| Database: | ERIC |
| Abstract: | Understanding how individual students cognitively engage while participating in small group activities in a General Chemistry class can provide insight into what factors may be influencing their level of engagement. The Interactive-Constructive-Active-Passive (ICAP) framework was used to identify individual students' level of engagement on items in multiple activities during a General Chemistry course. The effects of timing, group size, and question type on engagement were investigated. Results indicate students' engagement varied more in the first half of the term, and students demonstrated higher levels of engagement when working in smaller groups or subsets of larger groups when these groups contained students with similar levels of knowledge. Finally, the relation between question type (algorithmic "versus" explanation) and engagement depended on the activity topic. In an activity on Solutions and Dilutions, there was a significant relation where algorithmic items had higher occurrences of Interactive engagement. The implications of this work regarding teaching and research are discussed. |
|---|---|
| ISSN: | 1756-1108 |
| DOI: | 10.1039/d3rp00279a |
