Comparative Study of Cooperative Learning Under Different Grouping Methods in the Teaching of Organic Chemistry Experiments
WU Ling1,2**, GUO Zhen2**, LIAO Kang-Li2, CAO Xiao-Hua3
1. School of Education, Beijing Normal University, Beijing 100875, China; 2. School of Management, Jiujiang University, Jiujiang 332005, China; 3. School of Chemistry and Chemical Engineering, Jiujiang University, Jiujiang 332005, China
Abstract Research and practice on the application of group cooperative learning in curriculum teaching are receiving increasing attention. Research on group cooperative learning with different grouping methods mainly focuses on comparative studies of “homogeneous grouping” and “heterogeneous grouping”. This study attempts to compare the effectiveness of group cooperative learning in the teaching of the Organic Chemistry Experiment course from different perspectives, based on relevant theories such as “learning organization” and “peer effect”. By randomly grouping students by student ID and grouping them by dormitory, this research employed observation, interview and questionnaire surveys to make a comprehensive comparison of the classroom learning environment, student cooperative learning performance, learning experience, and learning outcome under the two grouping methods. The study found that compared to random grouping by student ID, students show higher interest in cooperative learning, better learning performance, learning experience, and learning outcome when grouped by dormitory. Grouping by dormitory is more conducive to cultivating students’ teamwork consciousness and ability, and more conducive to the effective extension of classroom learning, and constructing “learning-oriented dormitory” to realize the diversification of classroom teaching organization.
WU Ling, GUO Zhen, LIAO Kang-Li, CAO Xiao-Hua. Comparative Study of Cooperative Learning Under Different Grouping Methods in the Teaching of Organic Chemistry Experiments[J]. Chinese Journal of Chemical Education, 2024, 45(18): 110-117.
