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首页> 外文期刊>CBE Life Sciences Education >When Group Work Doesn’t Work: Insights from Students
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When Group Work Doesn’t Work: Insights from Students

机译：小组工作无效时：学生的见解

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摘要

Introducing group work in college science classrooms can lead to noticeable gains in student achievement, reasoning ability, and motivation. To realize these gains, students must all contribute. Strategies like assigning roles, group contracts, anonymous peer evaluations, and peer ratings all encourage student participation. In a class using these strategies, we conducted in-depth interviews to uncover student perceptions of group work in general and the utility of these support strategies. Students in both high- and low-performance groups still complained of unequal contributions while praising the social support provided by groups. Students who scored highly on tests were more likely to recognize the benefits of group work, regardless of their groups’ overall performance levels, while lower-scoring students perceived group work as time-consuming “busy work” with little cognitive benefit. Comments from anonymous peer evaluations differed only subtly between high- and low-performance groups. Numerical ratings on these evaluations did correlate with overall group performance. However, students in lower-performance groups assigned harsh ratings to their low-scoring members, while students in higher-performance groups were more generous in their ratings for low-scoring members. We discuss implications of relying on support strategies for promoting productive group work.
机译：在大学科学教室中引入小组工作可以显着提高学生的学习成绩，推理能力和动力。为了实现这些成就，学生必须全力以赴。诸如分配角色，团体合同，匿名同伴评估和同伴等级之类的策略都鼓励学生参与。在使用这些策略的课堂上，我们进行了深入的采访，以了解学生对集体工作的总体看法以及这些支持策略的效用。高绩效和低绩效小组的学生仍然抱怨贡献不均，同时赞扬小组提供的社会支持。在考试中获得高分的学生更可能意识到小组工作的好处，而不管小组整体的绩效水平如何，而得分较低的学生则认为小组工作是一项耗时的“忙碌工作”，几乎没有认知上的好处。来自匿名同伴评估的评论在高绩效团队和低绩效团队之间仅存在细微差别。这些评估的数字评分确实与小组整体表现相关。但是，绩效较低的组中的学生对低分成员给予苛刻的评分，而绩效较高的组中的学生对低分成员则给予较大的评分。我们讨论了依靠支持策略来促进富有成效的团队合作的意义。

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