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• W1667887060 abstract "The most common misconception held by students about collaboration is that it is “getting along” with others or essentially people skills. This focus on “getting along” as opposed to learning or exploring new ideas, leads to certain types of classroom interaction styles and behaviors that work against true collaborative learning. Our research shows that the most important of these interaction and behavioral outcomes in space science classrooms are: 1) Failure to use conflict and disagreement to enhance understanding. Discussion that enhances learning requires the expression of multiple perspectives and trust in fellow class members. This is conflict in the more robust sense of the word. 2) Tendency to focus on task only. There is a constant tension in any collaboration between task-orientation and relational-orientation (personal exchanges that build trust and confidence – knowledge of students as individuals rather than anonymity). Good collaborative learning requires a balance of both orientations. 3) Premature appeals to authority. When students focus on getting along rather than on the expression of multiple view points, they consistently avoid conflict by appealing, at the first sign of disagreement, to an outside authority (e.g., a TA) to mediate their discussion by providing them with the “right” answer. Another barrier to collaborative learning is students’ belief that the ability to collaborate is innate, but can be enhanced through experience. Although students can recite the politically correct stance on collaboration (it is necessary, it works well, and I’m good at collaborating), we found that this deeply-held misconception about collaboration is actually very widespread among students. This leads to other behaviors that interfere in collaborative learning: 1) Not hearing instructions about collaboration. Since they believe that you cannot learn to collaborate, they typically ignore any instruction given on how to function effectively in a group. 2) Failure to take responsibility for group outcomes. Armed with the belief that collaboration cannot be taught, students fail to assume any responsibility for the way their group functions as well as the quality of the learning that takes place. Collaboration is also stymied by the student belief that science requires no discussion. This is a direct result of the fact that they have been socialized to believe that science is either right or wrong. When seen this way, it reduces learning in the subject to memorization only. This view also reinforces a desire to avoid making public mistakes. Students also tend to resist the strategies that are typically used to involve them in class and in group discussions and collaboration. When teachers pose questions as a means of developing discussion, students feel" @default.
• W1667887060 created "2016-06-24" @default.
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• W1667887060 date "2004-12-01" @default.
• W1667887060 modified "2023-09-27" @default.
• W1667887060 title "Designing Collaborative Learning into the Curriculum" @default.
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