Encouraging Collaborative Learning Environment in Science Classroom (original) (raw)
Related papers
The Advantages of Collaborative Learning in Science Lessons
LUMEN Proceedings, 2018
The concept of collaborative learning, as well as the cooperative learning one, is quite commonly invoked in the educational policy documents of the last decades. The collaborative learning is regarded as an operating principle of modern education and training, based on the idea of democratization of education, and also on its anchoring in the social or community issues. The school and the classroom represent a learning environment where the child socializes, as a result of developing various types of relations: inter-knowing, inter-communication, collaboration, influence etc. On the other hand, from the praxeological perspective, the collaborative learning is seen as an interactive strategy, a participatory one that promotes teamwork, roles assuming, constructive exchange of ideas and personal involvement, in relation to each personality when developing a joint product. In the present study, we aim to express the advantages of the collaborative learning in Science lessons (Physics, Chemistry, Biology), concomitant with the identification of its limits. The analysis was performed in the frame of the FP7 project entitled: "IRRESISTIBLE
Emergence of A Collaborative Learning in Classroom: A new Perspective towards Teaching and Learning
isara solutions, 2022
Collaborative learning is one of recent educational approach towards Teaching and Learning. It is emerging in leaps and bounds. It aims using groups to enhance learning through working together. The two groups or more learners work together to solve problems, complete tasks, or learn new concepts. This approach actively engages learners to process and synthesize information and concepts, rather than using rote memorization of facts and figures. This paper highlights the effects of learning on different age groups through this method. Other than that the techniques of collaborative learning have also been elaborated in detail. Various studies supported engagement of collaborative learning in improving learning has also given.
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...
Universal Journal of Educational Research, 2020
Educators believe that online learning has many opportunities in providing a conducive learning environment relevant to student characteristics. This study explores the impact of cooperative online learning on student learning outcomes. To reduce the influence of other effected variables, covariates used as control variables were students' interest in learning and numerical abilities. The type of cooperative learning model used in this study was Think Pair Share (TPS) which were integrated into Schoology as a learning management system (LMS). This learning strategy was applied to eleventh-grade students for elasticity topic. The research method was a pretest-posttest controlled group design. Test techniques (10 items of essays) were used to measure learning achievement. Questionnaires with a Likert scale were used to measure learning interest using the ARCS (attention, relevance, and satisfaction) model (34 items). Numerical ability data was collected from secondary data (standard psychological test). The statistical test used in this study was Conbrach's Product Moment from Pearson for item validity, using Cronbach's Alpha for item reliability, ANCOVA to analyze the differences among group means as the effect analysis. The results finding were the group of students taught by the proposed strategy had higher learning outcomes than another group of students. Learning interests and numerical abilities could be used as predictors for improving student learning outcomes. It means that we can apply the online cooperative learning using a specific LMS to promote the increase of student's learning performance.
Effectiveness of Cooperative Learning Technique for the Subject of Science at Elementary Level
2020
The study is experimental in nature based on pre-test post-test control group design, with the intent to check the effectiveness of cooperative learning technique for the subject of science at elementary level. Students of grade 8 of Govt. high school Musa Kalan formed the population; out of the lot 35 students were selected on the basis of procuring more than 60% marks in the pre-test which was teachers' designed. Those who performed the traditional group were the volunteers but with the same marks as that of the experimental group students were selected for exposure to intervention of cooperative learning for a period of one month. On the culmination of a month students were exposed to post-test. The major findings were that those students who were exposed for cooperative learning technique got better results than traditional teaching method. The findings show superiority of cooperative learning technique on traditional teaching method. These tests should be used for exploring the students' level of achievement though the students are taught by any method Introduction It is a solid fact that education is a major factor for the development of a country or a nation. Education has great effects on ethical factors, cultural factors, communal factors, political factors and economic factors of a nation for the elevation of societal abilities and interaction between people of the society. Those
International Journal of Scientific Research and Management (IJSRM), 2020
The study sought to investigate the effects of using cooperative learning on female teacher trainees of the Colleges of Education in learning some selected topics in Integrated Science. The investigation also sought to determine whether the Cooperative Learning Approach enhances the attitude and motivation of the trainees towards learning of Integrated Science. The study was carried out at the St. Monica's College of Education in the Mampong Municipality of the Ashanti Region. In all, 80 teacher trainees consisting of 40 each from control and experimental groups were purposively sampled to participate in the study. The teacher trainees in the experimental group were exposed to the Cooperative Learning Approach and the trainees in the control group were lectured during the period of the study. The results of the study showed that the cooperative learning strategy was very relevant and beneficial in helping the teacher trainees of the St. Monica's College of Education to improve on their performance in, and attitudes towards, the teaching and learning of Integrated Science. It was therefore recommended among other things that the science teachers should endeavour to integrate cooperative learning into their routine methods of instruction in the teaching and learning of Integrated Science.
Attempting to take Learners Along in Conducting Classroom Activities
The traditional classroom settings, it is rather difficult to design the classroom learning environment in a collaborative and interconnected manner. The main problem with such environments pertains to these being flexible and multilayered. Flexible and multilayered reality and learning environments can be designed in a better way if we have a framework to design classroom environments in informal settings. This sort of interconnectedness and collaborative use of resources, can be helpful in developing an environment of the class that is conducive for conducting activities appropriate for the conceptualisation to take place. In the culture of science cooperation, interconnectedness, flexibility and multiplicity of layers of reality are inherent, whereas the contrary is there in the traditional learning environments of the classrooms. Participants of this study planned their lessons and units in a framework that has more scope for taking the learners along in conducting classroom activities. The present study tries to understand the self-assessment of the pre-service teachers in this context. The data collected shows that the range is 1.65 for which minimum value is .30 and maximum value is 1.95. It shows a very-very high difference between minimum and maximum value. The mean is 1.1820 which means most of the teachers agree that they explained the scope of the activities to the learners while some strongly agree with it and it can also be seen in the graph. Standard deviation is .38178 which indicates that most of the teachers scored between .80 and 1.56. Skewness is-.211 which is negatively skewed i.e. the number of low scorers are more than the number of high scorers. In the probability curve drawn in the study we can see that the left tail is longer than the right one which indicates negative Skewness. Kurtosis is-.039 with standard error .833 which shows that the distribution is slightly Platykurtic. The study concludes that most of the pre-service teachers are not able to take their learners along while conducting the activities in the science classrooms. It is a clear indication that the effect of their own schooling and post-schooling education is so much that they are not able to conceive the idea of informal settings of the classrooms while conducting activities. As an implication of this study, we should try to live by the characteristics of flexibility, interconnectedness, cooperation and multilayered reality the in classrooms.
The purpose of this study is to investigate the efficiency of learning plan implementation prepared with the cooperative learning method. In particular, the study addresses the effect of cooperative learning on students' achievement and their views regarding the 'Systems in Our Body' unit of the 6th grade Science and Technology lesson. For this purpose, mixed method was used. The study is conducted in the second term of the 2013-2014 academic year, on a study group consisted of 7 girls and 13 boys, a total of 20 students of a private middle school in Istanbul. An achievement scale was utilized for the quantitative data and focus group interviews were hold for the qualitative data. While t-test was used for the quantitative findings, content analysis technique was used for the qualitative data. The result of the study indicated that CL method had a favorable effect on learning. The cooperation based learning-teaching environment provided cooperation, supported permanent learning, provided opportunities to be successful, contributed to the development of social and personal skills, but also caused worry as it requires students to be successful at all stages.
Effect of Cooperative Learning on Achievement of Students in General Science at Secondary Level
International Education Studies, 2012
The aim of the study was to explore the effects of cooperative learning on General Science achievement among 9 th class students. Based upon previous research literature it was hypothesized that significant difference existed between the mean posttest scores of General Science achievement of experimental group and control group. The pretest posttest control group design was chosen for the experiment. The study sample consisted of 36 students of 9 th class who were equally distributed among experimental group and control group, matched on the basic of their annual examination at general science scores. The dependent variable of General Science achievement was measured through self-constructed 30-item achievement test used as a pretest as well as a posttest. The experiment group was taught through cooperative learning while control group was taught through traditional teaching. The material was used such as lesson plans, worksheets and quizzes, designed to implement cooperative learning methodology. The data were analyzed through mean, standard deviation and t-test and .05 was the selected level of significance. The main result of the study was that cooperative learning method is superior to traditional method in general science achievement of 9 th grade students.