(344d) Interpreting Student-Constructed Study Guides: a Constructivist/Constructionist Perspective

Constructivism stresses the individual construction of knowledge and concepts and, as such, has had tremendous influence on perspectives of teaching and learning. While constructivism focuses on the individual mind, constructionism stresses a collective generation of meaning [1]. Student-constructed study guides is a way for students to start connecting their prior knowledge and experiences to new bodies of information. The literature on this specific area, student-constructed study guides, is quite limited and not totally on-point [2]. This research was conducted in a junior chemical engineering thermodynamics course that was offered in Spring 2006.

As a first step in addressing the research question mentioned above, we examine this issue in one class at one institution. Accordingly, a more specific version of our research question would read: What strategies do CHE 3020 (Chemical Engineering Thermodynamics 2) students at Tennessee Technological University use to decide what to include in their self-constructed study guides?

Owing to a small class size and local nature of this research, qualitative methodologies were used. Two semi-structured interviews were conducted with students individually over the course. The first interview will take place after the first exam and the second interview will take place after the third exam. Focus groups were conducted after the second exam. Field notes were taken during the interviews. Interviews were tape-recorded and transcribed verbatim and discussed with the students for accuracy. Categorizing strategies were used to code data. Categorizing strategies in qualitative research was done to fracture or split the data in order to rearrange it into categories that enhance the comparison of data within and between categories and to help in the development of theoretical concepts [3]. In addition to interviews and focus groups, the students' self-constructed study guides were also analyzed. This research uncovers strategies students use in constructing their study guides. By understanding how students construct their study guides, the course instructor could help future students to enhance their academic performance.

References:

1. Crotty, M. (2003). The Foundations of Social Research: Meaning and Perspective in the Research Process. Thousand Oaks, CA: Sage Publications.

2. Dorsel, T. N and Cundiff, G. W. (1979) "The Cheat-Sheet: Efficient Coding Device or Indispensable Crutch?" J. Exp. Ed., 38, 39 – 41.

3. Maxwell, J. (2005). Qualitative Research Design: An Interactive Approach (2d Ed.). Thousand Oaks, CA: Sage Publications.