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- W75288478 abstract "This study examined the impact of Peer-Led Team Learning (PLTL) on critical thinking gains in science and math courses at a research university in the Pacific Northwest. In their search for more effective ways to teach college-level science, technology, engineering, and mathematics (STEM) courses, many instructors employ small groups to improve student learning outcomes. Small group learning is considered a best practice in undergraduate education (Angelo & Cross, 1993; Chickering, Gamson, & American Association for Higher Education, 1989; Cooper, MacGregor, Smith, & Robinson, 2000; Springer, Donovan, S National Research Council, 1995; National Science Foundation, 1996; Tobin, 1993; Tobin, Tippins, & Gallard, 1994; United States Department of Education, 1990). Peer-LedTeam Learning (PLTL) is a specific form of small group learning recognized by Project Kaleidoscope as best practice pedagogy (VarmaNelson, 2004). PLTL was first developed by Woodward, Gosser, and Weiner (1993) as an integrated method that promoted discourse and creative problem solving in chemistry at the City College of New York. The PLTL method is thoroughly described in other works (Cracolice & Deming, 2001; D. Gosser et al., 1996; Gosseret al., 2001; Gosser et al., 2003; Gosser R Woodwardetal., 1993). Briefly, PLTL is characterized by a cohort-based social learning structure whereby trained undergraduates, or peer leaders, guide 4-8 less experienced peers toward conceptual understanding through group-focused science and math problem solving (Cracolice & Deming, 2001; Gosser et al., 2003; Gosser & Roth, 1998; Lyle & Robinson, 2003). Peer leaders are not expected to be content experts or surrogate instructors; rather they are students who have successfully completed the course and have been trained in small group dynamics and learning theory. PLTL usually serves as a supplement to traditional lecture, although some replace a portion of weekly lecture with a PLTL session (Alger & Bahi, 2004; Lewis & Lewis, 2005). Student attendance may be voluntary, pass/fail, or graded. Weekly PLTL sessions are typically 1.5-2 hours long, during which time students explore and develop creative solutions to problems. PLTL is thought to work because students who are at similar developmental levels socially negotiate and construct individual meaning (B ruff ee, 1993; Collier, 1980; Jones & Carter, 1998; McKeachie, 1990; Springer et al., 1999; Tobin et al., 1994; Vygotsky, 1978). By providing a framework that encourages questioning, analysis, discussion, and debate among group members, PLTL is thought to help students collaboratively build their knowledge and master course material (Gosser & Roth, 1998; Jones & Carter, 1998; Springer et al., 1999; Tobin et al., 1994; Woodwardetal., 1993). Influence of PLTL on Student Learning The positive effects of PLTL on grade performance and student retention are well established. Previous research indicates that PLTL increases the percentage of students receiving an A, B, or C grade and decreases the percentage of students that fail, withdraw, or drop relative to traditional, non-PLTL courses (Alger & Bahi, 2004; Gafney, 2001a; LyIe & Robinson, 2003; Tien, Roth, & Kampmeier, 2002; Tien, Roth, & Kampmeier, 2004; Wamser, 2006). PLTL has been employed in organic chemistry, general chemistry, human anatomy and physiology, and other STEM courses, with grade improvements ranging from 1-29% (Gafney, 2005). PLTL has also improved student retention by as much as 12% at some institutions (Gafney, 2001a). The positive, but variable, effects of PLTL on grade performance and retention in STEM courses are based primarily on course grade distributions using either control groups or historic grade performance before and after PLTL implementation (Cracolice & Deming, 2001; Gafney, 2001a; Gosser et al. …" @default.
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- W75288478 date "2009-04-01" @default.
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- W75288478 title "Peer-Led Team Learning: A Prospective Method for Increasing Critical Thinking in Undergraduate Science Courses." @default.
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