Abstract
Abstract Teamwork has distinct pedagogic advantages and is also an important transferable skill and the dominant mode of work graduates encounter in the workplace. However, students rarely become proficient in teamwork skills during their education. The goal was to test strategies to improve teamwork skills in a course on Ores deposits, MSc Earth Science, Uppsala University. A focus on team-work was established by presenting the collaborative practicals as a series of linked opportunities to work together, get feedback on the teamwork process and reflect on and evaluate the teamwork. During the collaborative PBL sessions sociograms were used to provide feedback. Criteria based evaluation was also used to evaluate task oriented and interpersonal skills. Sociograms and criteria based evaluation promoted behavioural changes that improved teamwork interactions.
Highlights
IntroducƟonHigh quality teamwork skills are crucial to employability and careers in geological sciences much like other sectors of society (Riebe et al 2016; Casper 2017; Fathi et al 2019)
Teamwork involves social and communica on skills as well as geological skills, and it is from the perspec ve of social interac on that we gain a deeper understanding of group dynamics and the teamwork process (Bandura 2001; Hemmings et al 2013; Dowell et al 2020)
Social cogni ve theory explains that teamwork is associated with shared knowledge and skills as well as interac on, coordina on and group dynamics (Bandura 2001)
Summary
High quality teamwork skills are crucial to employability and careers in geological sciences much like other sectors of society (Riebe et al 2016; Casper 2017; Fathi et al 2019). It is important for all educa onal programmes to provide training in teamwork skills. Tuckman proposed that teams develop through the stages of forming, storming, norming and performing (Tuckman 1965) Another crucial aspect of teamwork training is associated with giving and receiving feedback (Fathi et al 2019). I present a systema c approach that encompasses these four aspects, and use social cogni ve theory as a lens for explaining the social and behavioural outcomes
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