From materials to meaning: exploring the impact of cognitive scaffolding on group dynamics and sensemaking

Group work is becoming an increasingly common part of science classes, but it doesn t always go as planned. Students sometimes struggle to stay engaged or build on each other s ideas, even when activities are designed to be interactive. My research explores how we can better support student learning during group activities in college chemistry courses.

I focused on how the way classroom questions are written and organized can help students think more deeply and work together more effectively. By carefully structuring questions to guide students' thinking step by step, from recalling basic facts to applying ideas in new ways, we can help them stay engaged and better understand difficult material. I observed how students interacted while working through these structured activities and found that this approach encouraged stronger reasoning and more focused collaboration. However, how well students worked together also depended on group dynamics and the level of support provided by instructors during the learning process.

This work demonstrates that improving student learning isn t just about asking the right questions, it s about how those questions are structured, how students engage with one another, and how instructors support their efforts. The findings offer practical strategies for making group work more meaningful, especially in large or challenging science courses. By designing course materials that support both thinking and collaboration, we can create more inclusive and effective learning environments for all students.