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46                                                                                                           Learning science in small groups

Findings of this study also reveal that students’ nature of participation is dominated by asymmetric interaction. Besides, at IER, a same grade usually goes to all of the group members regardless of individual contribution. These practices may not ensure everyone’s accountability to the group. It could be concluded that to ensure individual’s accountability teachers need to be concerned whether students can be involved in any other approach for group interaction (e.g., symmetric, shifting asymmetric) or assess individual performance within a group.

This paper explores the nature of small group learning from students’ perspectives. Many of the findings of this research trigger our thinking to know these issues from teachers’ perspectives. Further research is recommended in this respect.  


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