1. Peer status and classroom seating arrangements: A social relations analysis
van den Berg, Y. H., & Cillessen, A. H. (2015). Peer status and classroom seating arrangements: A social relations analysis. Journal of experimental child psychology, 130, 19-34.
Research study based on how physical distance relates to peer relationships (popularity).
2. Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs
Gremmen, M.C., van den Berg, Y.H.M., Segers, E. et al. Soc Psychol Educ (2016) 19: 749.
This study surveys 50 teachers and asks them questions of why they have a certain seating arrangement. What were their reasons or beliefs? They consider an interesting topic of whether or not gender of teacher matters.
3. Effects of Classroom Seating Arrangements on Children's question-asking
Marx, A., Fuhrer, U. & Hartig, T. Learning Environments Research (1999) 2: 249.
This study focuses more on how seating arrangements may affect student's questions-asking in class.
4. The Impact of Seating Location and Seating Type on Student Performance
Meeks, M., Knotts, T., James, K., Williams, F., Vassar, J., & Wren, A. (2013). The impact of seating location and seating type on student performance. Education Sciences, 3(4), 375-386.
10 year study based on whether sitting at the front of class or back of class matters, they found that it does not matter.
5. Classroom segregation: where do students sit and how is this related to group relations?
McKeown, S., Stringer, M., & Cairns, E. (2016). Classroom segregation: where do students sit and how is this related to group relations?. British Educational Research Journal, 42(1), 40-55.
This article focuses on classroom dynamics, specifically ethnic/racial backgrounds. Speaks about how seating plans might hinder natural friendship forming.
6. Does Where A Student Sits Really Matter? - The Impact of Seating Locations on Student Classroom Learning
Fernandes, A. C., Huang, J., & Rinaldo, V. (2011). Does Where A Student Sits Really Matter?-The Impact of Seating Locations on Student Classroom Learning. International Journal of Applied Educational Studies, 10(1).
This article delves deep into how seating locations may affect student-student relationships, and also student-teacher relationships. They also touch on back/front aspects of class. They explore how different cultures/countries may have different views on seating arrangements.
7. https://helpfulprofessor.com/classroom-layouts/
Website with a list of 12 different classroom layouts. Provides pros and cons of each, and ideal situations/activities for each layout.
8. https://qz.com/1349508/the-psychology-behind-why-you-always-want-to-sit-in-the-same-seat/
Does sitting in the same seat through the semester/year matter? Is it more helpful? This article explores whether or not this is true. Investigates whether this is a territorial psychological aspect of human nature.
These articles/websites helped give me a wide perspective and the many reasons behind seating plans. They helped me consider reasons that teachers had, but they also opened my mind to how this might affect students on a deeper level. Should we let students be more independent and let them form their own relationships? Should teachers be 'playing god'? Does sitting at the front of the class REALLY matter? Overall, I'm glad that there is so much out there that I have not thought about, very interesting!
Wednesday, November 27, 2019
Wednesday, November 13, 2019
Creativity in Science
"If no one followed up on original ideas, we would be buried in fresh starts going nowhere." Often in many cases during our studies here at UBC or from personal experience in practicum, we are told that we "don't need to reinvent the wheel". I do understand that we should utilize resources that are already well known, but in order to learn and adapt, we have to think outside the box sometimes. But that makes me think, if everyone is always striving for uniqueness or creativity, are they doing it to learn? Or just for the sake of finding something new that nobody else has?
"When you do not know anything about bird songs, you seldom hear them. But once you begin to learn about them, you suddenly hear birds where there was silence before." Just a personal anecdote that I have that's kind of unrelated to inquiry, I noticed this 'phenomena' when I was shopping for cars. I was looking for a specific car on craigslist and I started to see them on the road a lot more. Was it because I didn't notice before, or was it because I was now actively looking for them? This happens quite a lot in science when people are making observations. During their observations, they are ONLY looking to prove their hypothesis or see a specific result, and ignore anything else that may occur, a bit like selection bias.
"If I take my fledgling idea to an expert, he or she will explain that this is an instance of X, where X is an already established category." This quote from the article is something that I don't quite agree with. I may be interpreting it wrong, but it seems like Bavelas is saying talking to an expert is a negative thing regarding creativity. I feel that talking to an expert can really help give you a different perspective. They would be able to tell you if you're searching in the right direction. If you don't quite believe them and you feel strongly about your topic, then by all means continue your research. Personally I highly value the opinion of an expert, but I do understand how this could be a bad thing regarding creativity.
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