Potential relationship of epistemic games to group dynamics and learning orientations towards physics problem solving

TL;DR

This study explores how students' group dynamics and learning orientations relate to their physics problem-solving strategies and attitudes, aiming to inform effective group-based pedagogies.

Contribution

It introduces a method to estimate group learning orientations and dynamics through audiovisual sampling in live classrooms, linking these to problem-solving behaviors.

Findings

Initial trends in group habits identified

Potential correlations between group dynamics and learning orientations

A new approach to sampling classroom interactions

Abstract

Current investigations into pedagogical goals of introductory algebra-based physics students at the University of Central Arkansas, by learning orientation towards an in-class metacognitive group problem solving task, seek to determine possible relationships with attitudinal shifts and course performance. Students thus far have been untreated with known group-based learning pedagogies, so as to establish trends of common group habits, and ultimately to properly inform implementation of group-based pedagogies in reaction to these trends. However, students' group dynamics and learning orientations prove difficult to map to group-based measurements; an estimate of group learning orientation and preferred working group dynamic is here explored as a potential means of interpreting students' use of problem solving strategies. A means of "sampling" audiovisual data in a live classroom of several simultaneous groups is also presented as a way to estimate the frequency of chosen strategies to this end.