Network positions in active learning environments in physics
| Autor: | Kelley Commeford, Adrienne L. Traxler, Eric Brewe, Tyme Suda |
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| Rok vydání: | 2020 |
| Předmět: |
Science instruction
LC8-6691 Physics QC1-999 4. Education 05 social sciences Physics - Physics Education FOS: Physical sciences 050301 education General Physics and Astronomy Peer relationships Special aspects of education 01 natural sciences Education Physics Education (physics.ed-ph) 0103 physical sciences Active learning Mathematics education Science curriculum 010306 general physics 0503 education Social network analysis Peer teaching Network analysis |
| Zdroj: | Physical Review Physics Education Research, Vol 16, Iss 2, p 020129 (2020) |
| ISSN: | 2469-9896 |
| DOI: | 10.1103/physrevphyseducres.16.020129 |
| Popis: | This study uses positional analysis to describe the student interaction networks in four research-based introductory physics curricula. Positional analysis is a technique for simplifying the structure of a network into blocks of actors whose connections are more similar to each other than to the rest of the network. This method describes social structure in a way that is comparable between networks of different sizes and densities and can show large-scale patterns such as hierarchy or brokering among actors. We detail the method and apply it to class sections using Peer Instruction, SCALE-UP, ISLE, and context-rich problems. At the level of detail shown in the blockmodels, most of the curricula are more alike than different, showing a late-term tendency to form coherent subgroups that communicate actively among themselves but have few inter-position links. This pattern may be a network signature of active learning classes, but wider data collection is needed to investigate. Comment: 17 pages, 10 figures; supplemental 10 pages, 9 figures |
| Databáze: | OpenAIRE |
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