Anecdotal evidence from the introductory physics classrooms at Chicago State University suggests that our students view collaboration as an important tool in their learning. Despite this, students often need additional instruction and support in order for collaboration to be effective. In order to aid students in establishing effective collaborations we may be able to capitalize on the fact that students at CSU readily accept the inquiry approach to instruction. In this paper, we present the initial stage of this work. Specifically, we have begun to videotape student interactions in the classroom, interview students about the nature of learning, and develop and administer instruments that assess the value students place on the use of guided inquiry. By utilizing a specific criteria and analyzing the occurrence of specific behaviors in the classroom we can determine the effectiveness of collaboration during group work. Responses regarding how students value the use of questions in instruction indicate the level of feasibility in utilizing peer questioning to promote effective collaboration.


  • Educational Technology > General
  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


NSDL,Active Learning,Education Foundations,Undergraduate (Lower Division),educational aids,Higher Education,educational technology,Physics Education Research,General,General Physics,Social Sciences,Graduate/Professional,learning (artificial intelligence),inquiry,oai:nsdl.org:2200/20090204193716364T,Sample Population,Inquiry Learning,PERC 2008,group work,collaboration,research and development management,student experiments,Physics,Computing and Information,Setting: Urban,educational courses,Education Practices,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Technology,Cooperative Learning



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