Regulation of Collaborative Learning and Chemical Thinking in a Collaborative Dynamic Learning Environment
This study investigates collaborative regulation of learning and chemical thinking during an authentic chemistry-based educational escape room experience designed for high-school students. Collaborative learning, known for enhancing knowledge construction, was examined through three types of regulation: self-regulated learning (SRL), Co-regulated learning (Co-RL), and socially shared regulated learning (SSRL). Using video observations and group discussions after the activity, we qualitatively analyzed how high school students applied regulatory skills: orienting, planning, monitoring, and evaluating, while solving 19 chemistry problems aligned with the national chemistry curriculum. Our findings highlight that monitoring was the most prominent regulatory skill, with SSRL predominantly manifesting during video observations and group discussions. Chemical thinking was analyzed through seven categories, with material identification and experimental skills being the most frequent. The results underscore the importance of core chemistry ideas and practices in fostering chemical thinking and demonstrate how students working in groups regulate their learning and knowledge sharing in a collaborative learning environment. This study contributes to theoretical knowledge by providing novel insights into regulation skills and types within a dynamic learning environment and suggests practical implications for assessing students' collaboration and chemical thinking.
על המרצה:
נועה אמיר בוגרת תואר ראשון בהנדסה כימית, בטכניון (2003) ותואר שני בהנדסת חומרים, בטכניון (2006).
עבדה בתעשייה הכימית 8 שנים בתפקידי פיתוח בתחום הפולימרים בתעשיית הפלסטיקה והאלקטרוניקה.
עשתה תואר נוסף, מבטים כימיה בטכניון.
עוסקת כיום בהוראת כימיה לבגרות בטבריה וכרמיאל.
חובבת ספורט וטיולים.
