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Current investigations into pedagogical goals of introductory algebra-basedphysics students at the University of Central Arkansas, by learning orientationtowards an in-class metacognitive group problem solving task, seek to determinepossible relationships with attitudinal shifts and course performance. Studentsthus far have been untreated with known group-based learning pedagogies, so asto establish trends of common group habits, and ultimately to properly informimplementation of group-based pedagogies in reaction to these trends. However,students' group dynamics and learning orientations prove difficult to map togroup-based measurements; an estimate of group learning orientation andpreferred working group dynamic is here explored as a potential means ofinterpreting students' use of problem solving strategies. A means of "sampling"audiovisual data in a live classroom of several simultaneous groups is alsopresented as a way to estimate the frequency of chosen strategies to this end.

Potential relationship of epistemic games to group dynamics and learning orientations towards physics problem solving