Challenges of integrating cooperative learning in primary science classrooms (original) (raw)
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MIER Journal of Educational Studies, Trends and Practices, 2015
Education today needs to be responsive to the diverse needs of our learners in order to make them globally competent. Innovative initiatives need to be brought into the present education system in order to meet the growing demands of our society. Our education system does not function in isolation with our society and so, along with academic aspects, the social aspects of learning too, have to be focussed on. This is possible with quality teaching strategies being introduced in our teaching learning process and one such strategy promoting the same is Cooperative Learning. Cooperative learning involves students working together in small groups to accomplish shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning among students from kindergarten through college and across different subjects and science is no exception. Science enables pupils to be involved in group work where they have the opportunity to share ideas and cooperate with each...
The Role of Cooperative Learning Method in Teaching of Science Subject at Elementary School Level: An Experimental Study, 2017
The current study aims to report the effects of cooperative learning method on students` academic performance in the subject of Science and to identify the challenges if any while implementing cooperative learning in Pakistani classroom. The Researchers adopted quantitative approach and Quasi-experimental research design was employed. Experiment was conducted in a government girls' elementary school and lasted for 13 weeks. Experimental group received treatment and was taught with cooperative learning whereas control group left untreated and was taught with traditional lecture method. The findings of the research study suggested that use of cooperative learning significantly affected students` test scores in the subject of science. Data analysis revealed that students of experimental group performed significantly better than control group in posttest. During experiment few challenges were observed such as teachers` belief, classroom furniture, lack of learning resources etc. Study strongly recommends the use of cooperative learning in classrooms to increase students` academic performance and orientation of innovative teaching methods in pre-service and in-service teachers training programs.
Cooperative Learning in Science: Follow‐up from primary to high school
International Journal of Science Education, 2010
This paper reports a two year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary to 16 high schools. Cognitive, affective and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.
Advancing Cooperative Learning Pedagogy in Science Classrooms: Challenges and Possible Solutions
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Cooperative learning pedagogy is beneficial among student hence, its adoption for teaching and learning at all levels of education. The concept of cooperative learning pedagogy appears to immerse students and teachers into classroom activities thereby making them active participants during the teaching and learning process. However, cooperative learning face some challenges that hinders its effective execution in the classroom. These challenges also prevent students and teachers from enjoying the full gains of using cooperative learning pedagogy. This conceptual paper probe into the possible ways of alleviating the challenges faced by cooperative learning pedagogy. We locate the argument within brain-based theoretical framework to discuss the means of executing cooperative learning in the classrooms. Based on this argument, the study propose possible solutions that include fostering peaceful coexistence among students and teachers, encouraging a call to duty among students, maintain...
The Pedagogical Psychology, 2013
Cooperative learning is an instructional strategy in which small groups of students work together on a common task. The task can be as simple as solving a multi-step problem together, or as complex as developing a design for a new kind of project. In some cases, each group member is individually accountable for part of the task. In other cases, group members work together without formal role assignments. According to , there are five basis essential elements that need to be included in order for a lesson to be 'cooperative'. These are:
The Benefits of Cooperative Learning to Socio-scientific Discussion in Secondary School Science
The aim of this research was to determine the benefits of cooperative learning to opening up socio- scientific discussion in secondary science. Seventy-four classes of 20 13–14-year-old pupils in one secondary school were observed engaging in discussion concerning climate change over three rounds of action research involving 12 teachers associated with the implementation of a Topical Science strand of a new national science curriculum. Pupil views on the cooperative learning approach used to facilitate the lessons and the associated discussion were determined using a pupil questionnaire (n 1⁄4 171). By the end of the action research, the overall average typical exchange in the observed lessons was between pupil-to-pupil (mean + SD, 41% + 5%) and pupil-to-teacher (32% + 4%) with teacher-to-pupil interactions accounting for only 27% + 5% of exchanges. However, the pace of the typical exchanges was predominantly fast with most of the questions being a mixture of low order on task questions from teacher-to-pupil; technical exchanges, inquiring what to do from pupil-to-teacher; and quiz questions from teacher-to-pupil or from pupil-to-pupil. Questionnaire data indicated that overall 50.3% of pupils enjoyed the discussion (on global warming) and 59.7% did not find it boring. Nevertheless, only 45% felt that they were given the chance to express their own opinions during these discussions. Prior to these lessons, 59.6% were not interested in the issue of climate change and global warming. Cooperative learning facilitated a shift in the pattern of typical exchanges away from a teacher- dominated discourse towards a more pupil-centred, open discourse.
The Effect of Cooperative Learning on Students Science Process Skill
2018
This study aim to determine the effect of Cooperative Learning model on students science process skills at water cycle topic in grade 5 elementary school 060818 Medan. The research applied experimental method with 2 classes are chosen by using random sampling technique. The class 5A, which consists of 34 students, is taught by using Cooperative Learning Talking Stick Type and the class 5B, which consists of 35 students, is taught by using Cooperative Learning Picture and Picture Type. The research instruments are essay tests which the validity, reliability and the level of difficulty have been tested. The data are analyzed by using two ways Analysis of Variance (Anava). The results showed science process skills of students who are learning using cooperative learning Picture and Picture Type are higher than the students who are learning using cooperative learning Talking Stick Type. Keywords—Cooperative Learning; Science Process Skills)