| Summary: | A constructivist model for physics instruction is developed adapting ideas from recent overseas work in physics educational research. Based on this model, small group
collaborative problem solving activities were introduced into PHYS102 tutorials at the
Department of Physics and Astronomy at the University of Canterbury in 1998.
Students were given a prescribed problem solving strategy, and a formal process for
groupwork. Observations and data gathered from recordings of students working in
small groups were used to evaluate these changes. Well functioning collaborative
groups were found to assist in developing concepts and understanding, particularly
through student discussion that has been called 'second teaching', an idea which is
interpreted using theory from Lev Vygotsky. Collaborative problem solving with wellfunctioning
small groups can often produce better quality solutions than from
individuals on their own. The role of 'monitor' or 'critic' was found to be essential for
high-performing groups. Such groups do not happen automatically, and the role of
tutors in helping establish and manage a collaborative environment is crucial. Student
feedback, gained from questionnaires and follow-up interviews, was positive. There are
differences between the culture of this country and that of overseas where the original
research was conducted. This has lead to recommendations that for implementing
groupwork in this country, tutor training be improved, and that each tutor group be
involved initially in refining and adapting a shared understanding of group work and
problem solving.
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