Students’ Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment
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Type of Work9 pages
Citation of Original PublicationLaura E. Ott, Kerrie Kephart, Kathleen Stolle-McAllister, and William R. LaCourse, Students’ Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment, Journal of College Science Teaching, Volume 047, Issue 04, pages 9, 2018, https://common.nsta.org/resource/?id=10.2505/4/jcst18_047_04_83
RightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
Subjectsquantitative reasoning laboratory course
Using a cooperative learning framework in a quantitative reasoning laboratory course, students were assigned to static teams of four in which they adopted roles that rotated regularly. The roles included: team leader, protocol manager, data recorder, and researcher. Using a mixed-methods approach, the authors investigated students’ perceptions of the team roles and specifically addressed students’ understanding of the roles, students’ beliefs in their ability to enact the roles, and whether working with assigned team roles supported the teams to work effectively and cohesively.