What Are They Talking About? Findings from an Analysis of the Discourse in Peer-Led Team Learning In General Chemistry

Abstract

Peer-Led Team Learning (PLTL) is a structured method for helping students engage actively in collaborative conversations. The method originated in undergraduate chemistry courses, but is now used in math and in other science classes as well. Previous studies have shown that PLTL results in improved student learning in undergraduate chemistry. However, researchers have not studied the group mechanisms and the discourse processes that lead to this improved outcome. This study is one of three inter-related studies that are the first to explore those mechanisms and processes. In this study, we observed videotapes of PLTL sessions and analyzed the discourse of peer leaders and of students. We found that the structure and nature of the problems influences student discourse.