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New resources (August)

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Hello Kathleen, James, and Ann! Here is a space for us to share, within our group, new resources, such as references or tools, that we can use in our education research. The idea is that the postings of the different groups will be compiled later for use by all.

  • Just use the Add comment feature to update us on what's up with you
  • May I suggest that you also look at the postings for other teams, and comment on that as well
  • A final suggestion is that you share here any new ideas, or any rethinking of your project
  • Other Biology Scholars: Please feel free to comment on any of our group's posts here!

 - Iglika

New resources that Team 5 has found

Iglika's resources:

1) Research in Science Education has a special issue devoted to metacognition and science education(2006) 36.

  • I highly recommend it (First, because student's self-awareness has been shown to be critical for learning and Second, because I noticed that several people in our group are including this as part of their studies).
  • In particular, Gregory Schraw and colleagues REVIEW (YES!) (pp. 111-139) both research on metacognition in science education and particular approaches. I recommend it to all of us!
  • For my own study, I am particularly interested in my teaching, and so for my education research, in learning that allows for TRANSFER of knowledge to new situations, outside of the classroom (why teach otherwise? :-) - and so Petros Georghiades' study in this issue (pp. 29-49), as one of very few studies in this area, strikes me as valuable.


Kathleen's resources:


Ann's resources:


James' resources:

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Viewing 3 of 3 comments: view all
I've been away in Vietnam and Cambodia for 2 and a half weeks, so I have not made any progress in finding additional articles relevant to my project. James sent me a reference that looks useful (Thank you again!).
I have been rethinking how I frame my question about group exams. Originally, I thought that asking if group exams improved retention of knowledge would be the easy thing to test, but I have gotten some feedback about the problem of distinguishing the additional time spent on a question in group exams from the effect of the group discussion itself. That is, since during the group exam a particular question will be revisited by the group and thus more time will be spent on that concept, I will need to include some equal "time on task" for concepts not treated on the group exam so that I can observe the effect of group discussion vs solitary study separately from the factor of extra time itself. I can't think of an easy way to do that.
Posted 16:37, 17 Aug 2009
Kathleen, you raise an interesting - and difficult to study - issue. It seems to me that this may depend on WHAT you want to study. If your question is regarding solely the EFFECT of taking a group exam after an individual exam, and not what the MECHANISM is (is it because they are spending more time on the question? is it because of group interactions?), then you don't have to do something special. If you intend to keep the format (group after individual), then the effect is enough. Of course, I totally understand and would be very interested in any findings as to what happens exactly, and having questions that are on the group exam, but not on the individual of a similar type and covering a similar kind of concept can be insightful. Please let me know (now and always!) if I have somehow misunderstood the issue - Iglika
Posted 16:52, 17 Aug 2009
No, you understand the issue. And I agree the way around it may be to frame the question a little differently. I think the study becomes more significant if I am able to show that it's the group exam experience, not the extra time, that has an effect if any effect can be seen. But we are constrained by what we can do in a class. One idea that I think came from Carol was to include a question on the group exam that was not included on the individual exam. Such a question will not get any extra time, and questions like that may help tease out whether the extra time on task has an effect or not.
Posted 15:13, 20 Aug 2009
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