EPILOGUE
In Chapter 1, I said we already know that cooperative physics problem-solving groups
co-construct a superior problem solution that is not merely the work of the best individual in the
group. What is was not known is how this occurs. That is, what was not well-understood is the
sequence of behaviors and actions that lead to a superior product. Based on my research, the
sequence of behaviors and actions are now better understood.
I began this dissertation with seven principles about good college instruction.
Cooperative group problem solving is an example of those seven principles in action. This
dissertation research has endeavored to be a good example of a qualitative case study approach
to understanding the inner workings of these groups as they seek with their instructors to
understand and appreciate the physical world. Like the 400 kg of lunar rock samples that yielded
rich theories and new questions, these fourteen cooperative problem-solving groups have
spawned more questions and shown new areas for research in physics education.