Attitudes of tertiary students towards a group project in a science unit

Bartle, Emma K., Dook, Jan and Mocerino, Mauro (2011) Attitudes of tertiary students towards a group project in a science unit. Chemistry Education Research and Practice, 12 3: 303-311. doi:10.1039/C1RP90037D


Author Bartle, Emma K.
Dook, Jan
Mocerino, Mauro
Title Attitudes of tertiary students towards a group project in a science unit
Journal name Chemistry Education Research and Practice   Check publisher's open access policy
ISSN 1756-1108
1756-1116
Publication date 2011
Sub-type Article (original research)
DOI 10.1039/C1RP90037D
Open Access Status Not Open Access
Volume 12
Issue 3
Start page 303
End page 311
Total pages 9
Place of publication Ioannina, Greece
Publisher University of Ioannina, Department of Chemistry
Collection year 2012
Language eng
Abstract This study focused on the attitude of tertiary students, in a science discipline, towards completing collaborative learning tasks. Two samples of students, enrolled in different units across different tertiary institutions, were considered. Students in sample 1 were required to work in small groups to produce an information poster on an allocated chemistry topic. Students in sample 2 were given the task of producing a short iMovie on a science topic of their choice. A mixed methods approach was used to collect attitudinal data from students via pre- and post-surveys. Data collected were interpreted within the context of six key factors drawn from the literature on collaborative learning: level of interest in the task; familiarity with other group members; level of contact (related to the assignment) for completion of the task; strategy used to complete the task; student's self-evaluation of their group's effectiveness and overall opinions on the use of collaborative learning tasks in science at a tertiary level. Student comments indicate that most considered these collaborative learning tasks a positive and motivating experience. Written open-response questions indicate that students recognize the importance of developing strong interpersonal skills during their tertiary studies, to enhance future employment prospects, and felt completion of a small group-based activity had contributed to the development of these. This study confirms that students highly value the use of collaborative learning tasks that provide an authentic learning experience and opportunity to learn subject matter in a relevant context.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
School of Medicine Publications
 
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Created: Tue, 30 Aug 2011, 12:38:55 EST by Matthew Lamb on behalf of School of Medicine