Table 4 Uncoded segments across the five discussions

D1

S1: (Dakota) Is the vocabulary from the readings necessary to understand what we are doing in the lab, or is it better to experience the concepts in lab first?

1:52

D1

S2: (Alex) Are we learning more about PV science from reading or from doing it in the lab; how much background knowledge is necessary to be successful in this program?

1:38

D1

S3: (Facilitator) How did the solar cell activity go, was it easier, does it include all steps of the texturing process?

2:27

D2

S1: (Dakota) Does doing the process in the lab help you understand the reading?

0:43

D2

S2: (Fran) Certain people are more helpful than others in their ability to explain; is there a difference between knowing your stuff and being able to explain what you know?

3:06

D2

S3: (Fran/Dakota) Do you understand the modeling software?

1:54

D3

S1: (Cat) Parts of the article were too technical and challenging to understand; the sections that discuss processes we have already done were easier to understand.

0:43

D3

S2 (Cat) Are we allowed to bring our own tools to be more efficient and save time [since the soldering tool in the lab was not functioning optimally]?

0:49

D4

S1 (Dakota) Having opportunities for hands-on engagement helped concepts to sink in more [this was based on confusion over specific terms and materials from the article related to circuits and electricity].

4:48

D4

S2 (Dakota) Discussed whether they read/didn’t read the equations in the articles, and how they might change their approach in the future. Also discussed different variables and their meaning.

1:07

D5

S1 (Dakota) Evaluated the veracity of the assigned article, which was cowritten by former RET.

1:09

Total Time:

20:16