The purpose of this study is to examine whether facilitation graphics can support conceptualization as well as increasing in-depth discussion based on our study in 2016. By applying a Grounded Theory approach (GTA), Steps for Coding and Theorization (SCAT), and a revised tool for facilitation graphics, third-year university students’ group discussions were observed and analyzed focusing on the content of theirstatements, communication process, and facilitation graphics. After two discussion sessions, it was found that the students increased their skills for information sharing, grouping, and categorizing. In addition, it was implied that the students need guidance or support for an efficient use of a whiteboard, time for discussion, and appropriate labeling for concepts.
Research papers (publications of university or research institution)
