Team-Based Learning in Honors Science Education: The Benefit of Complex Writing Assignments

Authors

Fred Wiegant, University College Utrecht And Utrecht University
Johannas Boonstra, University College Utrecht And Utrecht University
Anton Peeters, University College Utrecht And Utrecht University
Karin Scager, University College Utrecht And Utrecht University

Date of this Version

2012

Citation

Published in Journal of the National Collegiate Honors Council, Fall/Winter 2012, Volume 13, Number 2

Comments

Copyright 2012 by the National Collegiate Honors Council

Abstract

Cooperative learning and team-based learning have been widely recognized as beneficial strategies to improve all levels of education, including higher education. The benefits have been widely researched and are now well-established (Johnson et al.; Michaelsen, Bauman Knight, et al.; Michaelsen & Sweet; Slavin; Springer et al.). The studies have indicated a positive relationship between cooperative learning and student effort, achievement, persistence, and motivation. Just forming groups, however, does not automatically lead to better learning and motivation; cooperation flourishes only under appropriate conditions (Fink; Gillies; Parmelee et al.). This potential for cooperation and learning is maximal when groups are structured in such a way that students understand what is expected of them and how they are supposed to work together (Johnson, Johnson, & Smith; Michaelsen & Sweet).