Students’ Attitudes about Peer-Led Team Learning Workshops in General Chemistry: A Critical Incident Study

Authors

A.E. Dreyfuss, CUNY New York City College of TechnologyFollow
Janet Liou-Mark, CUNY New York City College of Technology

Document Type

Article

Publication Date

2014

Abstract

How would students respond to open-ended questions regarding their experiences with PLTL workshops? This paper will present the results of a two-semester qualitative study on how students view workshop in their introductory chemistry courses, using Brookfield’s (1995) Critical Incident Questionnaire (CIQ). The five questions probe what stands out in the affirmative and negative, using key words: engaged, distanced, affirmed, puzzled or confused, and surprising. Collecting key moments from students in workshop, after several weeks of meeting, allow a grounded sense of how students view the workshop experience.

Comments

Originally presented at the Peer-Led Team Learning International Society Proceedings of the 2013 Conference, May 30-June 1, 2013, University of Houston-Downtown, Houston, Texas, available at 2013 Conference Proceedings – Peer-Led Team Learning International Society