|
Ask probing questions to get students to think about issues relating to the case
|
4.4 ± 0.26
|
3.8 ± 0.31
|
4.1 ± 0. 13
|
4.1 ± 0.12
|
|
Encourage students to clarify their ideas
|
4.3 ± 0.16
a
|
3.8 ± 0.16
b
|
4.0 ± 0.2
ab
|
4.0 ± 0.09
|
|
Encourage students to examine new ideas
|
4.4 ± 0.18
a
|
3.6 ± 0.26
b
|
3.9 ± 0.12
c
|
3.9 ± 0.11
|
|
Point out inconsistencies in their explanations
|
3.5 ± 0.50
|
3.5 ± 0.33
|
3.7 ± 0.19
|
3.6 ± 0.17
|
|
Get students to effectively brainstorm hypotheses
|
4.6 ± 0.18
a
|
3.9 ± 0.13
b
|
4.0 ± 0.19
bc
|
4.1 ± 0.12
|
|
Encourage students to utilise their prior experience to the benefit of the group
|
4.6 ± 0.18
a
|
3.3 ± 0.16
b
|
4.2 ± 0.14
ac
|
4.1 ± 0.13
|
|
Encourage all group members to contribute
|
4.6 ± 0.18
|
4.0 ± 0.33
|
4.1 ± 0.20
|
4.2 ± 0.14
|
|
Support each member of the group
|
4.5 ± 0.19
|
3.9 ± 0.35
|
3.9 ± 0.23
|
4.1 ± 0.16
|
|
Ensure that everyone has a chance to contribute
|
4.8 ± 0.16
a
|
3.9 ± 0.30
b
|
4.2 ± 0.15
bc
|
4.2 ± 0.12
|
|
Encourage students to extend themselves beyond the learning objectives (i.e. instill in them that knowledge is not finite or can change)
|
4.6 ± 0.18
a
|
3.8 ± 0.25
b
|
4.0 ± 0.21
ab
|
4.1 ± 0.14
|
|
Test for agreement between group members
|
3.6 ± 0.32
|
3.5 ± 0.27
|
3.9 ± 0.17
|
3.7 ± 0.13
|
|
Encourage students to read widely
|
4.6 ± 0.18
a
|
3.6 ± 0.26
b
|
3.8 ± 0.16
bc
|
3.9 ± 0.13
|
|
Summarise the progress of the group
|
4.0 ± 0.38
|
3.6 ± 0.26
|
3.8 ± 0.18
|
3.8 ± 0.14
|
