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Carla M. Firetto; Emily Starrett; Michelle E. Jordan – Journal of Science Teacher Education, 2024
This study examined the impact of a practice-based approach to in-service science teacher education, using small-group discussions about photovoltaic (PV) science to support teachers' instruction on sustainable energy transitions in response to climate change risks. Ultimately, we aimed to promote teachers' PV science comprehension as well as…
Descriptors: Small Group Instruction, Group Discussion, Science Teachers, Inservice Teacher Education
Juliene Madureira Ferreira; Kristen Bottema-Beutel – Journal of Autism and Developmental Disorders, 2024
Through a conversation analytic approach, we investigate the emergence of accounts provided by autistic children in small-group discussions. Nine Finnish children (7-10 years old) attending school with special support participated in a five-month-duration pedagogical practice purposefully designed to enhance children's participation in groups. We…
Descriptors: Special Education, Small Group Instruction, Autism Spectrum Disorders, Foreign Countries
Grant R. Jackson; Sarah M. Schiffecker; Oleksandra Poquet – Journal of the Scholarship of Teaching and Learning, 2024
Nationwide, postsecondary institutions are seeing the need and searching for ways to prepare their students for life in an increasingly complex and often polarized society. Since its development in the 1980s, intergroup dialogue (IGD) has become a nationally prominent social justice pedagogy that brings together small, diverse groups of college…
Descriptors: Group Discussion, Electronic Learning, Social Justice, Teaching Methods
Hashim, Muhammad Jawad; Govender, Romona; Ghenimi, Nadirah; Kieu, Alexander; Khan, Moien A. B. – Advances in Physiology Education, 2023
A new teaching format, the LecturePlus, was formulated as a lecture followed by small-group learning activities. This study assessed the effectiveness of LecturePlus in medical education. An interventional study was conducted among final-year medical students, with 74 students in the experimental group and 96 students in the control group. Each…
Descriptors: Student Centered Learning, Comparative Analysis, Problem Solving, Physiology
Prasad, Samiksha; O'Malley, Chasity B. – HAPS Educator, 2022
Problem-based learning (PBL) is a type of active learning modality involving a student-centered approach that encompasses small group settings in order to promote learning via critical thinking and discussion as opposed to via direct presentation of facts and concepts. Through PBL, students engage actively in their learning. Facilitated PBL…
Descriptors: Teaching Methods, Problem Based Learning, Active Learning, Student Centered Learning
Elizabeth Wrightsman; Cody L. Patterson – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
We investigate teacher beliefs about discourses for equation solving and the challenges these beliefs might pose for the implementation of instructional practices that promote deductive reasoning in algebra. To uncover these beliefs, we recorded three video explanations of solutions to the same linear equation with distinct discursive…
Descriptors: Teacher Attitudes, Mathematics Instruction, Logical Thinking, Teaching Methods
Pedagogies of Inclusion: A Critical Exploration of Small-Group Teaching Practice in Higher Education
Gibbs, Jacqueline; Hartviksen, J.; Lehtonen, A.; Spruce, E. – Teaching in Higher Education, 2021
This paper provides a critical examination of inclusion as a pedagogic principle through a practice-based interrogation of contemporary 'good practice' strategies for encouraging inclusion in small-group teaching. The analysis emerges from our experiences of delivering four classroom exercises that are frequently proposed as strategies for…
Descriptors: Inclusion, Small Group Instruction, Teaching Methods, Higher Education
Knapp, Nancy Flanagan – Teaching of Psychology, 2019
Social constructivist principles and ideas are among those most cited in both educational and psychological circles today, and many current scholars and reformers ground their work in social constructivist theories. Yet the basic principles of social constructivism are notoriously difficult for students to understand and grapple with. This article…
Descriptors: Psychology, Constructivism (Learning), Class Activities, Small Group Instruction
Nickerson, Leslie A.; Shea, Kevin M. – Journal of Chemical Education, 2020
Our first-semester organic chemistry class focused on structured group work to enable active learning in class. When Smith College switched to online learning after spring break, the class was adapted to fit into an online learning model while retaining active learning. Using feedback from students, we implemented two tracks, one focused on…
Descriptors: Organic Chemistry, Science Instruction, Active Learning, Online Courses
Emmanuella Swastika Datu – ProQuest LLC, 2020
Incorporating small-group discussions in classrooms has shown promising benefits in improving 4th grade students' thinking and social skills; however, the practice remains challenging. Although teachers are motivated to try to incorporate small-group discussions, studies examining the shift from teacher-dominated classroom practice towards a more…
Descriptors: Communities of Practice, Group Discussion, Reflection, Cooperation
Christina M. Budde; Margaret Sullivan Marcus; Melinda Martin-Beltrán; Rebecca D. Silverman – Grantee Submission, 2022
Few studies investigate how teacher discourse moves relate to subsequent student discourse moves in real-time small-group reading instruction with multilingual learners (MLLs). Grounded in sociocultural theory and classroom discourse research, this study examines how fourth-grade MLLs engage in reasoning discourse during text-based discussions. We…
Descriptors: Teacher Student Relationship, Small Group Instruction, Multilingualism, Second Language Learning
Tan, Richard K.; Polong, Ronald B.; Collates, Leila M.; Torres, Joel M. – TESOL International Journal, 2020
Attitudes toward a learning task deals with one's reaction to anything associated with the immediate context in which the language learning takes place. As such, the construct of self-efficacy, which is the belief in one's capabilities to carry out, organize and perform a task successfully, have always been underscored in the academic setting.…
Descriptors: Group Discussion, Second Language Learning, Second Language Instruction, English (Second Language)
Heidari Darani, Laya; Hosseinpour, Nafiseh – English Teaching: Practice and Critique, 2019
Purpose: The purpose of this paper is to investigate and compare the effects of group-to-whole student-led oral discussion and small-group collaborative drafting as pre-writing tasks on Iranian intermediate English as a foreign language (EFL) learners' writing performance. Additionally, the difference between the writing components was examined.…
Descriptors: Oral Language, Teaching Methods, Cooperative Learning, Comparative Analysis
Murphy, Pricilla Karen; Greene, Jeff A.; Butler, Ana; Allen, Elizabeth Marie; Baszczewski, Sara Elizabeth – AERA Online Paper Repository, 2018
One focus of 21st century science education is teaching students authentic disciplinary practices. Scientific argumentation is one such practice, and evidence suggests it is not only a key skill, but also a facilitator of high-level comprehension. Science teachers need assistance teaching and incorporating argumentation into their work. In this…
Descriptors: High School Students, Persuasive Discourse, Scientific Concepts, Concept Formation
Weinzimmer, Julianne; Bergdahl, Jacqueline – Teaching Sociology, 2018
Teaching sociological perspectives on race and ethnicity is challenging due to the predominance of color-blind ideology in our supposed postracial society. Students enter the classroom hesitant to discuss race or acknowledge ongoing racism. To better educate students and bridge the racial distance between them, we developed small-group,…
Descriptors: Race, Ethnicity, Group Discussion, Racial Attitudes