PHYSICS PROBLEM SOLVING

(^) problem when she says, "Not real confident [about] what's going on in class." (Line 125,
Table 3-3, page 79)
This group worked very well together. In fact, it was one of the best functioning
groups observed in this study. This assessment of the group was initially made when
viewing the videotape for purposes of annotating and correcting the transcript. The
transcription assistant, who by this time had transcribed several groups' problem sessions,
also commented that this was a very good group. It was clear that Group 4A would be
the prototype "well-functioning" group. There are the instances where one student
completes another student’s thought. These observations eventually lead me to believe
there is a co-construction of their problem solution. (Interestingly enough, about one
year after this data was collected, MK worked as a part-time student assistant in the
science education group.)
(^) Example of Group 4C
Group 4C consisted of two men and one woman and provides a stark contrast to
Group 4A. Members JV and EW are males, SV is a female, foreign student. (This was
determined from her name on the log sheet and her slight accent from the videotape
audio. Her “King’s English” was impecable and there was no difficulty communicating
with her group mates.) EW was identified as the recorder, JV as the Skeptic, and SV as
the Manager. Their cumulative exam scores at the time of this group problem indicate JV
and EW are from the middle third of the class and SV is from the lower third. Compared
to the class mean at the time of this problem, their aggregate standing was very close to
the class average (z = .06). Their written solution to Problem 4 was given 7 points by the
teaching assistant, slightly below the class mean of 7.46 (z = -.26).