Cooperative Learning with Whiteboarding in an Introductory Physics Course

Abstract

The aim of our study is to find out the attitude of students towards the use of cooperative learning with whiteboarding in an undergraduate introductory Physics course at the Department of Physics and Astronomy of the Faculty of Science of the University of Porto. We used an online survey and face-to-face-classroom observations as a supporting tool to collect data. The survey was based on multiple choice questions titled “Attitude Towards Cooperative Learning with Whiteboarding in Introductory Physics” (ATCLWIP), on a 5-point Likert scale, with the format strongly disagree, disagree, undecided, agree and strongly agree. The ATCLWIP survey was delivered via Moodle platform at the University of Porto and was validated using Cronbach alpha. Positive interdependence, individual accountability, face-to face interaction, interpersonal and small group social skills and group processing were investigated in the survey. About 100 students took part in the survey, from bachelors in Mathematics, Environmental Science and Technology, and Geology. This course combines lectures and problem-solving classes, with students organized in small groups, with one whiteboard per group. Groups make presentations of their whiteboard, discuss and answer instructor’s and peers’ questions. Topics of the course include physical laws underlying mechanics and waves. Given the findings from the statistical analysis of the ATCLWIP survey, it must be highlighted the academic and social skills students achieved from working cooperatively with whiteboarding. Also, on the basis of students’ answers and reflections, we assert that the implementation of this strategy will contribute to increased learning, critical thinking and socialization not only in physics but also across other courses and curricula at the University.