Examining the effects of lab instruction and gender composition on intergroup interaction networks in introductory physics labs

Cole Walsh,David G. Wu,N. G. Holmes,Ashley B. Heim,Meagan Sundstrom

doi:10.1103/physrevphyseducres.18.010102

Cole Walsh, David G. Wu + Show 3 more

Open Access

https://doi.org/10.1103/physrevphyseducres.18.010102

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Abstract

Examining the effects of lab instruction and gender composition on intergroup interaction networks in introductory physics labs

Highlights

Much of educational theory is built on the premise that learning is social and occurs through a participationist perspective [1,2,3]
Interacting with peers outside of one’s own lab group is beneficial for learning about possible procedures and results, in reformed labs where students have more control over the experimental designs and outcomes
Our results from coding video of five different lab sections suggest that lab instruction has the potential to influence the extent to which students engage in intergroup interactions

Summary

Introduction

Much of educational theory is built on the premise that learning is social and occurs through a participationist perspective [1,2,3]. These developments warrant more detailed analyses of how students interact with peers in specific learning environments. Several studies have compared the interaction networks of physics students in different active learning environments [15,16,17]. Another study compared student interactions across various active learning formats in physics using positional analysis [17]. They found that students who start the semester positioned in groups of close peers form stable interaction networks throughout the duration of the course. This finding held true across multiple instructional styles

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