While a virtual therapy group would be somewhat different from a real group, it could nonetheless be useful. The other group started the building understanding discussion sensemaking.

Although many of the phenomena described resemble a large group, a discussion list on the Internet maintains the illusion of being a small group and frequently acts like one. A summative class discussion of this take-home activity can be used to make this point explicit. Scientists build on knowledge to explain or predict phenomena engineers design solutions to. There are differences regarding the contract, boundaries, leaving the group, and extra-group socialization. How science works: Scientific inquiry in everyday life In this very simple starting activity, students make observations of phenomena in their everyday lives and recognize that they can and do reason about such phenomena scientifically. There are similarities between the discussion list and small groups on issues of cohesion and group norms, and in the psychological mechanisms of transference and scapegoating. Large group features, such as alienation, vulnerability, and the vast amount of issues discussed in parallel are described. Within PBL, learning is considered an interactive and social process, where knowledge is created by means of collective problem solving. Group dynamics and phenomena, such as boundaries, cohesion, transference, scapegoating, and the leader's role are addressed. the students through focus group discussions as they engaged in talking about ideas inherent in selected physical science phenomena and activities they encountered in their everyday lives, as well as learned about in their science classrooms. This article identifies group processes and group phenomena in discussion lists on the Internet and examines the differences and similarities with the processes in small and large groups.

Science phenomena group discussion