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Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty

Wilson, Sarah Beth ; Varma-Nelson, Pratibha

Journal of chemical education, 2016-10, Vol.93 (10), p.1686-1702 [Periódico revisado por pares]

Easton: American Chemical Society and Division of Chemical Education, Inc

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Título:
Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty
Autor: Wilson, Sarah Beth ; Varma-Nelson, Pratibha
Assuntos: Academic Persistence ; Chemistry ; College Science ; Cooperative Learning ; Critical Thinking ; Education ; Engineering ; Evaluation ; Evaluation Methods ; Focus Groups ; Grades (Scholastic) ; Impact analysis ; Learning ; Literature Reviews ; Logical Thinking ; Mathematics ; Online Courses ; Organic chemistry ; Peer Teaching ; Peers ; Program evaluation ; Reasoning ; Science ; Science Achievement ; Science Instruction ; Scores ; Small Group Instruction ; Standardized Tests ; STEM Education ; Student attitudes ; Student Leadership ; Teaching Methods ; Team teaching ; Technical education ; Technology Uses in Education ; Undergraduate Students
É parte de: Journal of chemical education, 2016-10, Vol.93 (10), p.1686-1702
Descrição: Peer-led team learning (PLTL) research has expanded from its roots in program evaluation of student success measures in Workshop Chemistry to a spectrum of research questions and qualitative, quantitative, and mixed methods study approaches. In order to develop recommendations for PLTL research and propose best practices for faculty who will integrate PLTL in their classrooms, the theoretical frameworks, study designs, results, and limitations of sixty-seven peer-reviewed studies, spanning a variety of STEM disciplines and institution types, were examined. Five program evaluation themes emerged from this synthesis of the literature: student success measures; student perceptions; reasoning and critical thinking skills; research on peer leaders; and variants of the PLTL model. For each of the themes, areas for future study and implications for practice are suggested to STEM discipline-based education researchers and faculty.
Editor: Easton: American Chemical Society and Division of Chemical Education, Inc
Idioma: Inglês

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Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty

Wilson, Sarah Beth ; Varma-Nelson, Pratibha

Easton: American Chemical Society and Division of Chemical Education, Inc

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