Multiple case-study of student interactions in a real-world problem-solving classroom 

Introductory physics instructors have shifted toward student-centered, active-learning approaches in recent decades. Active learning is more effective because knowledge construction is socially situated, meaning classroom structure and interactions can greatly affect learning. We developed a classroom model that emphasizes deliberate practice with real-world physics problems. To understand student interactions and their relationship to learning, we collected data from three student groups in Spring 2022 at a large research university. Using a phenomenological approach and a three-dimensional framework (cognitive, social, affective), we found substantial variation in interaction patterns. Each group showed distinct strengths and organization strategies, but similarly struggled with affective responses to problems. Despite these differences, psychological safety, learning gains, and grades were similar, suggesting group interactions are best understood through detailed behavioral analysis.