1. Modern instructional approaches in science education aim to engage diverse learning styles and encourage more students to pursue science. Concept mapping, collaborative learning, and the jigsaw technique are strategies discussed.
2. Collaborative learning involves grouping students to work towards a common goal and learn from each other. Research shows it improves learning outcomes over individual work.
3. The jigsaw technique divides a topic into parts and assigns a part to each student. Students then teach their part to their group, integrating their knowledge. This encourages cooperation and perspective-taking.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
“Social science inquiry method is based on the belief that providing a reflective and enquiry frame of reference to social issues helps to improve the personal and social life”.
Main developers: Byron Massialas, Benjamin Cox.
Massialas and Cox (1966) believed that school fosters development and inculcation of values in children and plays a crucial role in ‘creative reconstruction of culture’. Social inquiry method is helpful in identifying the social issues and dealing with them effectively.
Cox experimented with inquiry methods in teaching Junior High U.S. History, while Massialas focused on the use of inquiry instruction in teaching High School World History.
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
“Social science inquiry method is based on the belief that providing a reflective and enquiry frame of reference to social issues helps to improve the personal and social life”.
Main developers: Byron Massialas, Benjamin Cox.
Massialas and Cox (1966) believed that school fosters development and inculcation of values in children and plays a crucial role in ‘creative reconstruction of culture’. Social inquiry method is helpful in identifying the social issues and dealing with them effectively.
Cox experimented with inquiry methods in teaching Junior High U.S. History, while Massialas focused on the use of inquiry instruction in teaching High School World History.
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
Collaborative Learning for Educational Achievementiosrjce
Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
Benefits of Cooperative Learning in the ClassroomDr. Aries Cobb
Dr. Aries Cobb is a Scholar & Senior Research Scientist with a wealth of knowledge about Computer -Assisted Instruction (CAI) and Technology-Supported Cooperative Learning. Dr. Aries Cobb has published national & refereed journal articles, book chapters, a book on the subject matter. Dr. Aries Cobb prepared a persuasive reaction statement in the -form of a PowerPoint presentation -to cooperative learning—either in support of or against its use in the classroom. Dr. Aries Cobb, Faculty, Instructor, and Lecturer for Curriculum and Foundations and Multicultural Engagement at CSU. Dr. Aries Cobb has presented professional development and taught courses at the collegiate level in Instructional Technology Distance Education (ITDE). Dr. Aries Cobb has served as the Principal Investigator of EETT (Enhancing Education Through Technology) at CMSD, & BWU's young scholar program. Dr. Aries Cobb the lead Principal Investigator at CMSD, for Enhancing Education through Technology (EETT) for the Cleveland Metropolitan School District. Dr. Aries Cobb has over 13 years of experience as a grant manager and grant writer for funding sources of $400,500.00 or more per year. Dr. Aries Cobb is an expert in the field of Technology-Supported Cooperative Learning, Distance Education, Computer- Assisted Instruction (CAI), Instructional Technology (IT), Educational Technology, Assistive & Adaptive Equipment, e-Portfolio, Assistive Technology.
ariescobb.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. 1
ONLINE ASSIGNMENT
Topic : Modern Instructional Approaches in Science Education
Introduction
Teachers aspire to have all of their students learn. This aspiration of reaching all
students spans disciplines, age levels, and all varieties of institutions. Most teachers do so
out of a genuine love for their discipline and desire to share the wonder of their chosen
field with others. Science teaching is no different than other disciplines in this respect.
However, try as we may in science, the lack of diversity apparent in the statistics of who
chooses to pursue scientific disciplines professionally suggests that we still have much to
learn about how to reach all students. To provide open access to science learning and
encourage a broader spectrum of students to pursue studies in the sciences, teachers must
begin to address the diversity of learning styles among the students in our classrooms.
For this modern approaches with and without use of ICT can be administrated in science
classrooms so that a diversity of learning styles can be developed in students.
2. 2
Content
There are a variety of ways by which students can accomplish meaningful
learning. In the following the author describes a number of strategies that can be used for
meaningful learning including concept mapping, analogies, summaries and answering
questions, inquiry strategies, and conceptual change strategies, strategies to address
environmental issues, and using ICT in teaching and learning.
Concept Maps
One of the teaching/learning strategies that have been shown to enhance learners’
science achievement and meaningful understanding is concept mapping. Concept
mapping has been used in science education in a variety of ways. Concept maps, for
example, can play a significant role in curriculum development, learning, and teaching in
many disciplines (Novak, 1998). They are useful in science curriculum planning for
separating significant from trivial content (Starr & Krajcik, 1990). Furthermore, concept
maps have been used as assessment tools because they measure dimensions different
from those revealed by traditionally used assessment instruments (Markham, Mintzes, &
Jones, 1994). Finally, concept maps have been used in instruction in a variety of contexts.
Each context reflects an alternative theory of knowledge acquisition. On the one hand,
the rationalist theory of learning suggests that subject matter has an inherent structure that
should be conveyed to learners. In this context, a concept map should be evaluated by
relating it to an ideal map, teacher-constructed map, or an expert concept map.
Alternatively, the constructivist theory of learning underscores the uniqueness of each
3. 3
individual’s concept map representation with respect to organization of concepts and
their construction (Beyerebach & Smith, 1990) leading to a different approach to
assessing these maps and a more student-centered instructional approach which allows
students to actively construct their own knowledge with teacher guidance. Still, both
theories concur that meaningful learning occurs when concepts are organized in an
individual’s cognitive structure.
Collaborative Learning
The concept of collaborative learning, the grouping and pairing of students for the
purpose of achieving an academic goal, has been widely researched and advocated
throughout the professional literature. The term "collaborative learning" refers to an
instruction method in which students at various performance levels work together in
small groups toward a common goal. The students are responsible for one another's
learning as well as their own. Thus, the success of one student helps other students to be
successful.
Proponents of collaborative learning claim that the active exchange of ideas within
small groups not only increases interest among the participants but also promotes critical
thinking. According to Johnson and Johnson (1986), there is persuasive evidence that
cooperative teams achieve at higher levels of thought and retain information longer than
students who work quietly as individuals. The shared learning gives students an
opportunity to engage in discussion, take responsibility for their own learning, and thus
become critical thinkers .
4. 4
In spite of these advantages, most of the research studies on collaborative learning
have been done at the primary and secondary levels. As yet, there is little empirical
evidence on its effectiveness at the college level. However, the need for noncompetitive,
collaborative group work is emphasized in much of the higher education literature. Also,
majority of the research in collaborative learning has been done in non-technical
disciplines.
The advances in technology and changes in the organizational infrastructure put an
increased emphasis on teamwork within the workforce. Workers need to be able to think
creatively, solve problems, and make decisions as a team. Therefore, the development
and enhancement of critical-thinking skills through collaborative learning is one of the
primary goals of technology. The present research was designed to study the
effectiveness of collaborative learning as it relates to learning outcomes at the college
level, for students in technology.
When implementing collaborative learning, the first step was to clearly specify the
academic task. Next, the collaborative learning structure was explained to the students.
An instruction sheet that pointed out the key elements of the collaborative process was
distributed. As part of the instructions, students were encouraged to discuss "why" they
thought as they did regarding solutions to the problems. They were also instructed to
listen carefully to comments of each member of the group and be willing to reconsider
their own judgments and opinions. As experience reveals, group decision- making can
easily be dominated by the loudest voice or by the student who talks the longest. Hence,
5. 5
it was insisted that every group member must be given an opportunity to contribute his or
her ideas. After that the group will arrive at a solution.
Group Selection and Size
Groups can be formed using self- selection, random assignment, or criterion-
based selection. This study used self- selection, where students chose their own group
members. The choice of group size involves difficult trade- offs., Smaller groups (of
three) contain less diversity; and may lack divergent thinking styles and varied expertise
that help to animate collective decision making. Conversely, in larger groups it is difficult
to ensure that all members participate. This study used a group size of four. There were
24 students in the collaborative learning treatment group. Thus, there were six groups of
four students each.
Grading Procedure
According to Slay, for effective collaborative learning, there must be "group
goals" and "individual accountability". When the group's task is to ensure that every
group member has learned something, it is in the interest of every group member to spend
time explaining concepts to group mates. Research has consistently found that students
who gain most from cooperative work are those who give and receive elaborated
explanations. Therefore, this study incorporated both "group goals" and "individual
accountability". The posttest grade was made up of two parts. Fifty percent of the test
grade was based on how that particular group performed on the test. The test points of all
6. 6
group members were pooled together and fifty percent of each student's individual grade
was based on the average score. The remaining fifty percent of each student's grade was
individual. This was explained to the students before they started working
collaboratively.
After the task was explained, group members pulled chairs into close circles and
started working on the worksheet. They were given 30 minutes to discuss the solutions
within the group and come to a consensus. At the end of 30 minutes, the solution sheet
was distributed. The participants discussed their answers within the respective groups for
15 minutes. Finally, the students were tested over the material they had studied.
According to Vygotsky, students are capable of performing at higher intellectual
levels when asked to work in collaborative situations than when asked to work
individually. Group diversity in terms of knowledge and experience contributes
positively to the learning process. Bruner contends that cooperative learning methods
improve problem- solving strategies because the students are confronted with different
interpretations of the given situation. The peer support system makes it possible for the
learner to internalize both external knowledge and critical thinking skills and to convert
them into tools for intellectual functioning.
In the present study, the collaborative learning medium provided students with
opportunities to analyze, synthesize, and evaluate ideas cooperatively. The informal
setting facilitated discussion and interaction. This group interaction helped students to
learn from each other's scholarship, skills, and experiences. The students had to go
7. 7
beyond mere statements of opinion by giving reasons for their judgments and reflecting
upon the criteria employed in making these judgments. Thus, each opinion was subject to
careful scrutiny. The ability to admit that one's initial opinion may have been incorrect or
partially flawed was valued.
The collaborative learning group participants were asked for written comments on
their learning experience. In order to analyze the open- ended informal responses, they
were divided into three categories: 1. Benefits focusing on the process of collaborative
learning, 2. Benefits focusing on social and emotional aspects, and 3. Negative aspects of
collaborative learning. Most of the participants felt that group work helped them to better
understand the material and stimulated their thinking process. In addition, the shared
responsibility reduced the anxiety associated with problem- solving. The participants
commented that humor too played a vital role in reducing anxiety. A couple of
participants mentioned that they wasted a lot of time explaining the material to other
group members.
For collaborative learning to be effective, the instructor must view teaching as a
process of developing and enhancing students' ability to learn. The instructor's role is not
to transmit information, but to serve as a facilitator for learning. This involves creating
and managing meaningful learning experiences and stimulating students' thinking
through real world problems.
8. 8
Cooperative learning
An interpersonal, competitive situation is characterized by negative goal
interdependence, where, when one person wins, the others lose. In an individualistic
learning situation, students are independent of one another and are working towards a set
criteria where their success depends on their own performance in relation to an
established criteria. The success or failure of other students does not affect their score. In
spelling if all students are working on their own and any student who correctly spells
90% or more words passes, it would be an individualistic structure.
In a cooperative learning situation, interaction is characterized by positive goal
interdependence with individual accountability. Positive goal interdependence requires
acceptance by a group that they "sink or swim together." A cooperative spelling class is
one where students are working together in small groups to help each other learn the
words in order to take the spelling test individually on Friday. Each student's score in the
test is increased by bonus points earned by the group. In that situation a student needs to
be concerned with how she or he spells and how well the other students in his or her
group spell. This cooperative umbrella can also be extended over the entire class if bonus
points are awarded to each student when the class can spell more words than a
reasonable, but demanding, criterion set by the teacher
There is a difference between "having students work in a group" and structuring
students to work cooperatively. A group of students sitting at the same table doing their
own work, but free to talk with each other as they work, is not structured to be a
9. 9
cooperative group as there is no positive interdependence. There needs to be an accepted
common goal on which the group will be rewarded for their efforts. In the same way, a
group of students who have been assigned to do a report where only one student cares,
does all the work and the others go along for a free ride, is not a cooperative group. A
cooperative group has a sense of individual accountability that means that all students
need to know the material or spell well for the group to be successful. Putting students
into groups does not necessarily gain positive interdependence and/or individual
accountability; it has to be structured and managed by the teacher.
Common practice in schools today has teachers striving to separate students from
one another and have them work on their own. Teachers continually use phrases like,
"Don't look at each other's papers!", "I want to see what you can do, not your neighbor!"
or "Work on your own!". Having students work alone, competively or individualisticly, is
the dominant interaction pattern among students in classrooms today. The paradox is that
the vast majority of the research comparing student-student interaction patterns indicates
that students learn more effectively when they work cooperatively. The data suggest:
1. Students achieve more in cooperative interaction than in competitive or
individualistic interaction. With several colleagues, we recently did a meta-
analysis on all the research studies that compare cooperation, competition and
individualistic learning (122 studies from 1924 to 1980). The results indicated that
cooperation seems to be much more powerful in producing achievement than the
10. 10
other interaction patterns and the results hold for several subject areas and a range
of age groups from elementary school through adult.
2. Students are more positive about school, subject areas, and teachers or professors
when they are structured to work cooperatively.
3. Students are more positive about each other when they learn cooperatively than
when they learn alone, competitively, or individualistically - regardless of
differences in ability, ethnic background, handicapped or not.
4. Students are more effective interpersonally as a result of working cooperatively
than when they work alone, competitively or individualistically. Students with
cooperative experiences are more able to take the perspective of others, are more
positive about taking part in controversy, have better developed interaction skills,
and have a more positive expectation about working with others than students
from competitive or individualistic settings.
Jigsaw Technique
One of the basic purposes of language and literary education is to maintain a target
population and the use of proper attitude, method and technique in proper learning
environments. Therefore, proper attitudes and methods are to be resorted for students to
become active elements of the environment throughout the learning-teaching process.
One of the methods to attain this aim is the cooperative learning and jigsaw technique.
Having this method and technique utilized interlockingly, they maintain a significant
parallelism in terms of structural aspects and functionality, and thereby operate decisively
11. 11
in the development of language skills. In this study, having focused on the use of
cooperative method and jigsaw technique in teaching literary genres, an attempt was
made to assess their effectivity. Making use of both quantitative and qualitative research,
this study was preceded over a work group, which comprised 60 students. In accordance
with the qualitative and quantitative findings attained, therefore, cooperative learning and
jigsaw technique.
This technique was developed by Aronson. Students are divided into groups of 5 -
6 per each. Each group which is given a subject is divided into smaller parts equal to the
number of its members so that each student is given a section. After the students learn
their own sections, they regroup, and each member teaches his/her section to the other
members of the group. They exchange questions and make sure that the subject is
understood completely. Integrity is achieved by having all the group members make their
presentations, so as to bring all pieces together. Jigsaw technique may be used in
numerous subject matters from elementary school to university . So, to achieve complete
learning of a subject matter, each student becomes both a learner and a teacher as well.
Therefore, there is no environment that enables some of the students to surpass the others.
This is a unique group-learning experience, in which students are to cooperate with each
other so as to achieve a certain goal. Integration is a teaching technique that is being used
successfully particularly in teaching foreign languages, math and reading by means of
this technique, students become more kind to each other while developing their empathic
power.
12. 12
Conclusion
The purpose of this study was to ascertain the beliefs of elementary teachers
regarding the teaching and learning of science and the extent to which the teachers'
beliefs were consistent with the philosophy underlying science education reform. Sixteen
teachers from two school districts involved in a local systemic initiative for science
education reform participated in the study. Each teacher was observed teaching a lesson
from the program. The observation served as the context for an interview with the teacher
regarding his or her beliefs about the teaching and learning of science. One overarching
belief emerged: Teachers believe that the teaching and learning of science should be
student centered. Five patterns of teachers' responses support this characterization of the
teachers' belief. Although varying gaps exist between the teachers' beliefs and the
principles of reform, the teachers' beliefs suggest that the teachers are moving in a
direction consistent with science education reform.
Reference
1. Teaching Science of Biological and Physical Science. Dr. Mariamma Mathew
2. www.wikipedia.com
3. www.aabri.com