Effect of Grouping Considering Students Teamwork Skills in Science Concept Learning via Small Group Discussion

摘要

In this study, the effects of grouping method (homogeneous/ heterogeneous) considering students' teamwork skills on their conceptual understanding, perceptions of science learning environments, communication anxiety, communication ability, and perceptions toward small group discussions were compared. Students were taught concerning changes of states, density, and dissolution for 9 class periods. The ANCOVA results indicated that there was no significant difference in the conceptions test scores. In the subcategory of ??students?ˉ negotiation?ˉ of the perceptions of science learning environments test, high teamwork skill students perceived more positively in the heterogeneous group, but low teamwork skill students in the homogeneous group. No significant differences were found in the communication anxiety. More students in the heterogeneous group perceived unequal participation as a disadvantage of the small group discussions than those in the homogeneous group.