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Conference proceeding
Student perceptions of the value of out-of-class interactions: Attitudes vs. Practice
2017 PHYSICS EDUCATION RESEARCH CONFERENCE, pp 480-483
01 Jan 2017
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
From industry to government to academia, attracting and retaining science, technology, engineering, and mathematics majors is recognized as a key element of the 21st century knowledge economy. The ability to retain students seems to be intimately tied with understanding their immersion into the academic and social system of an institution. For instance, it has been noted that insufficient interactions with peers can lead to a low commitment to the university and, ultimately, affect one's decision about whether to drop out. Since nearly half of first-time students who leave a university by the end of the freshman year never come back to college, the importance of understanding experiences in introductory courses as a means for improving students' persistence is particularly pronounced. We investigate students' experiences in introductory physics courses, focusing on their self-reported perception of the value of out-of-class collaborations. We find that, even though students consider the out-of-class collaborations to be important for success, it takes a relatively long time before they start practicing collaborative learning.
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Details
- Title
- Student perceptions of the value of out-of-class interactions: Attitudes vs. Practice
- Creators
- Justyna P. Zwolak - Florida Int Univ, Dept Teaching & Learning, Miami, FL 33199 USARemy Dou - Florida Int Univ, Dept Teaching & Learning, Miami, FL 33199 USAEric Brewe - Drexel University
- Contributors
- L Ding (Editor)A Traxler (Editor)Y Cao (Editor)
- Publication Details
- 2017 PHYSICS EDUCATION RESEARCH CONFERENCE, pp 480-483
- Series
- Physics Education Research Conference
- Publisher
- Amer Assoc Physics Teachers
- Number of pages
- 4
- Grant note
- PHY 1344247 / NSF; National Science Foundation (NSF)
- Resource Type
- Conference proceeding
- Language
- English
- Academic Unit
- Physics
- Web of Science ID
- WOS:000455293200120
- Other Identifier
- 991019168204704721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education, Scientific Disciplines
- Mathematics, Interdisciplinary Applications