The Benefits of Cooperative Learning to Socio-scientific Discussion in Secondary School Science (original) (raw)
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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.
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The challenge of teaching science is to teach in a way that enables pupils to learn science concepts while acquiring process skills and positive scientific attitudes. One of the effective ways of accomplishing these objectives is through involving pupils in hands-on activities in the context of cooperative learning. The use of cooperative learning presents immense practical challenges to teachers. This paper is based on classroom observations of science teaching where teachers reported that they were using some form of cooperative learning. These classroom observations were part of a larger study which examined primary classroom practices in Singapore. Our classroom observations reveal that while group work is being carried out in Science lessons, few of the teachers have structured group learning according to the principles of cooperative learning. A challenge faced by teachers is the design of group tasks that will require higher-order thinking and promote real collaboration among group members.
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Teachers play a critical role in promoting dialogic interaction in their students. The purpose of this case study was to investigate how one very effective teacher taught two, cooperative, inquiry-based science units to her Year 6 class. In particular, the case study focused on how she used different discourses to capture students’ curiosity in the inquiry-based tasks, provided hands-on activities to enable them to test out their hypotheses and develop explanations for what they found in order to help them become more scientifically literate and have a broader understanding of the role of science in the world in which they live. The results showed that the students engaged constructively with their peers on the inquiry group tasks; they used the correct scientific language to discuss phenomena, make claims, and compared findings. Furthermore, they became more adept at expressing their opinions and providing explanations and justifications for the ‘scientific’ positions they had adop...
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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...
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Pupil talk and discussion are seen as having important social and cognitive outcomes. In science classes, pupils' collaborative talk supports the construction of meaning and helps examine the status of evidence, theory and knowledge. However, pupil interactive talk in groups is rare in science lessons. The research reported is part of a project to increase the amount of pupil-pupil talk in primary schools through a programme of teaching and professional development. Pupils' self-reports of the frequency and learning efficacies of talk related activities in science lessons were collected before and after a programme of teaching in 24 schools in one of the most socially and educationally deprived areas of England. Findings showed pupils valued talking about their ideas over listening to those of other pupils. Science talk frequency (STF) was closely correlated with science talk efficacy (STE) and both were positively correlated with pupils' attitudes to science. Analysis of covariance (ANCOVA) of the correlation of STF with STE showed values were independent of gender and ability but that school experience was a significant factor. After the teaching programme and, contrary to expectations, the frequency of talk activities in science lessons appeared to have decreased but varied according to class grades. The degree of correlation between STF and STE was stronger after the teaching in over half of schools. Schools where STF/STE strengthened most as a result of teaching were those involved in an additional initiative to use modelled talk related to industrial contexts.
AL-ISHLAH: Jurnal Pendidikan
Elementary school students' lack of critical thinking skills in scientific learning is a result of a lack of opportunities for kids to exercise their critical thinking skills in decision-making and problem-solving. Appropriate learning models and strategies in science education can help students develop their critical thinking skills. Consequently, this research aimed to examine how well cooperative learning develops students' capacity for critical thinking. This research is novel in that it will examine different journals of environmentally friendly cooperative learning models while keeping in mind the theme of the SDGs, which has not been the focus of previous studies but has shown results related to environmental insights, especially in science learning. A method of the systematic literature review was adopted for this investigation. Previous relevant scientific studies on the same topic served as the basis for this research. Data reduction, presentation, synthesis, and c...
Talk in primary science: a method to promote productive and contextualised group discourse
Education 3-13, 2009
Modelled Discussions About Science (MoDAS), where adults talk together about scientific ideas, procedures and applications, were devised to model and improve the quality of pupils' discussions. Two examples from one of the project schools are examined to see if these aims were fulfilled and to comment on examples of cognitive and social aspects of discourse and argumentation. Successful features of adult modelled talk included the use of clearly signed 'big-D' discourse for example, how adults take turns, signal agreements and disagreements and challenge each other. Analysis of cognitive aspects of pupils' talk showed sophisticated levels of argumentation. Social functions of dialogue were observed particularly with older pupils. The method is also a way of linking industry and school science so that science learning is more authentic.
Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students’ nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the nature of science lessons, the structure of the argument and an effort to scaffold students’ understanding concerning the argument’s structure. As this was considered the initial, but students have to acquire fundamental skills before dealing with the inner validity of an argument. Moreover, successful and chosen students for this study were studied carefully dense by the researchers. In that scope, the study was designed on qualitative research techniques which are detailed as explorative and fundamentally interpretation for the related topic. Since a particular school’s successful students are considered in the research, it could be viewed and designed as a case study. The study is conducted with 8th graders with the age of 12-13 in a private elementary school. Focus group interviews and classroom observations during science lessons were the basic tools to obtain data. The results were grouped under the following aspects: objectives of science education, science teaching methods of teachers, teaching materials and teacher’s attitudes towards his/her students during the class. Two science teachers in this school both give importance inquiry based teaching science. This research has demonstrated that even the most successful 8th graders in science classes do not necessarily understand fundamental concepts about nature and science. The science teachers in this research also mentioned that the interactive nature of information technologies can support students in carrying out inquiry-based activities, using problems, questions, and even theories that they themselves define and develop argumentation. Keywords: Science education, Elementary science, Argumentation, Scientific discussion
2003
In their complex nature, early adolescents want to believe in their teachers. Teachers demonstrating what they believe earn respect from students. In science education, it is vital to link scientific phenomena to daily life and social decision making skills to engage students in developing science-process skills. The science-technology-society (STS) curriculum serves as an excellent framework for this purpose with early adolescents. This paper reviews inquiry-based and STS science teaching and discusses classroom practices to maximize the effectiveness of the curriculum. (Contains 18 references.) (YDS)