Thesis Detail Page

written by Mark Hollabaugh
This research investigated the process of argument co-construction in 14 cooperative problem-solving groups in an algebra-based, college level, introductory physics course. The results of the research provide a rich description of argument co-construction, which, while predicted in previous literature, had not been systematically described. The research was a qualitative, case-study analysis of each group's discussion of the "physics description" portion of the group's problem solution. In a physics description physics concepts and principles are use to qualitatively analyze the problem. Transcripts were made from videotapes and the analysis focused on sequential groups of statements, called episodes, instead of isolated, individual statements. The groups' episodes were analyzed and described in terms of Stephen Toulmin's argument structure which consists of claims, grounds, warrants, and backings.
University: University of Minnesota
Academic Department:  Curriculum & Instruction
Subjects Levels Resource Types
Education Practices
- Active Learning
= Cooperative Learning
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
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http://groups.physics.umn.edu/phy…
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© 1995 Mark Hollabaugh
Keywords:
argument co-construction, case study, cooperative learning, problem solving, qualitative analysis
Record Creator:
Metadata instance created December 27, 2006 by Bruce Mason
Record Updated:
September 29, 2008 by Caroline Hall
Last Update
when Cataloged:
December 1, 1995
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Record Link
AIP Format
M. Hollabaugh, University of Minnesota, 1995, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4768&DocID=208).
AJP/PRST-PER
M. Hollabaugh, Physics Problem Solving in Cooperative Learning Groups University of Minnesota, 1995, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4768&DocID=208>.
APA Format
Hollabaugh, M. (1995, December 1). Physics Problem Solving in Cooperative Learning Groups (University of Minnesota, 1995). Retrieved August 20, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4768&DocID=208
Chicago Format
Hollabaugh, Mark. "Physics Problem Solving in Cooperative Learning Groups." University of Minnesota, 1995. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4768&DocID=208 (accessed 20 August 2014).
MLA Format
Hollabaugh, Mark. "Physics Problem Solving in Cooperative Learning Groups." 1 Dec. 1995. University of Minnesota, 1995. 20 Aug. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4768&DocID=208>.
BibTeX Export Format
@phdthesis{ Author = "Mark Hollabaugh", Title = {Physics Problem Solving in Cooperative Learning Groups}, School = {University of Minnesota}, Month = {December}, Year = {1995} }
Refer Export Format

%A Mark Hollabaugh
%T Physics Problem Solving in Cooperative Learning Groups
%D December 1, 1995
%I University of Minnesota
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4768&DocID=208
%O Curriculum & Instruction
%O application/pdf

EndNote Export Format

%0 Thesis
%A Hollabaugh, Mark
%D December 1, 1995
%T Physics Problem Solving in Cooperative Learning Groups
%B Curriculum & Instruction
%I University of Minnesota
%8 December 1, 1995
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4768&DocID=208


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Physics Problem Solving in Cooperative Learning Groups:

Is the Basis For Context Rich Problems

This is an archive of context-rich problems developed by the same authors and aligned with the pedagogy described in this research.

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