ABSTRACT
This paper emphasizes the importance of the dynamics of group learning process. Firstly, we provide an overview of the classroom understanding the concept of hazard analysis. Investigating the level of understanding of the concept by the written test, only 20 percent of third-year university students were consistently able to apply this concept. Learning Together (LT) model was used subsequently. The five discourse groups of four students were observed. Within-group and across-group comparisons were made. It was determined that students became much better at using the scientific method after construct convincing arguments. Students could develop conceptual understanding of the issues by themselves. They can process ideas in systematic way and can explain it better. Based on the results, it shows that using dynamic learning process make better learning results.
- Brown, R. 2000. Group processes: Dynamics within and between groups (2d ed.). Oxford: Basil-Blackwell.Google Scholar
- Arnstein, S. R.1969. A ladder of citizen participation. J. Amer. Inst. of Planners. 35 (4), 216--216.Google ScholarCross Ref
- Bales, R. F. and Strodtbeck, F. L. 1969. Phases in group problem solving. In M. Alexis and C. Z. Wilson, Organizational decision making. Englewood Cliffs, N. J. Prentice-Hall, 122--133.Google Scholar
- Johnson, D.W., Johnson R.T. and Smith K.A. 1991. Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.Google Scholar
- Angelo, T. A., and Cross, K. P. 1993. Classroom Assessment Techniques: A Handbook for College Teachers (2nd Ed.). San Francisco: Jossey-Bass.Google Scholar
- Chutrtong, J. 2016. Activity beyond classroom enhance understanding of science. Economic and Social Development: Book of Proceedings (Varazdin, 2016). 412--416.Google Scholar
- Robyn M. G. 2006. Teachers' and students' verbal behaviours during cooperative and small-group learning. Bristish journal of education phycology 2, 271--287.Google Scholar
- Schmuck, R. A. and Schmuck, P. A.2001. Group processes in the classroom. Boston: McGraw-Hill.Google Scholar
- Nadasdy, P. 2010. Group dynamics in Japanese university EFL/ESL contexts. KOTESOL Proceedings 2010 Advancing ELT in the Global Context. The 18th Annual KOTESOL International Conference, October 16-17, Seoul: Korea TESOL.59--67.Google Scholar
- Amy C. E., James R. D. and Kathryn S. R. 2007. Three Perspectives on Team Learning Outcome Improvement, Task Mastery, and Group Process. J. The academy of management Annals. 1, 269--314.Google Scholar
- Culbert, S. A. 1968. Trainer self-disclosure and member growth in two groups. J. appl. Behav. Sci. 4 (1), 47--74.Google ScholarCross Ref
- Ohl, T. and Cates, W. 2006. The nature of groups: Implications for learning design. Journal of Interactive Learning Research, 17 (1). 71--89.Google Scholar
Index Terms
- Using dynamic learning process to solve science subject-learning problem in undergraduate study in Thailand
Recommendations
Analyzing Academic Results of Managerial Accounting Courses Using Offline and Online Learning at Undergraduate Study Program
ICDTE '22: Proceedings of the 6th International Conference on Digital Technology in EducationThis study aims to analyze the comparison of the academic result of the EA447 Managerial Accounting course using offline and online learning at the Management and Accounting undergraduate study program during 10 semesters of the 2016-2020 academic years ...
Improving Undergraduate Student Performance in Computer Science at Historically Black Colleges and Universities (HBCUs) through Industry Partnerships
SIGCSE '15: Proceedings of the 46th ACM Technical Symposium on Computer Science EducationWhile computer science (CS) continues to permeate every aspect of society, the number of high-school students that are adequately prepared to enroll in university computer science programs is declining. To address the nation's needs it is clear that the ...
Comments