Thesis on cooperative learning in science

Table of Contents
  1. Highlights
  2. Cooperative learning
  3. Original Articles
  4. A Study Comparing Cooperative Learning Methods: Jigsaw
  5. Collaborative learning – References

Phd Thesis Cooperative Learning. Ethics in Science: Creating a Conscious Ethical Ideology This research focused on investigating the possible effects on the ethical ideology of thirteen 16 - year - old students as well as their views about ethics in science, after a carefully designed intervention based on interactive lectures, group assignments, classroom discussions and debates Of course, you can give good examples or change the subject for quite a while, though the overall essay should respect the essay's guidelines.

Number 1. June Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Thesis on cooperative learning in science Department of education and training university of thai nguyen nguyen thanh kinh developing instructional skills for cooperative learning for lower secondary teachers field: educational reasoning and history code: summary of thesis of educational science thai nguyen - 1 introduction 1 In the past, We have learned through my experiences that music not only helps me learn, but to also grow.

A Study Comparing Cooperative Learning Methods: Jigsaw Ethics in Science: Creating a Conscious Ethical Ideology This research focused on investigating the possible effects on the ethical ideology of thirteen 16 - year - old students as well as their views about ethics in science, after a carefully designed intervention based on interactive lectures, group assignments, classroom discussions and debates Of course, you can give good examples or change the subject for quite a while, though the overall essay should respect the essay's guidelines.

In addition, enhancing the collective teacher workforce is not simply a matter of ensuring that teachers, individually and collectively, have the necessary knowledge and skill. Contexts shape the work of teaching, and enhancing science instruction in the United States will require new policies as well as well-prepared teachers. Conclusion The U. This is not a new observation, but it is a continuing problem.

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Piecemeal approaches have not redressed this well-established problem. In particular, leadership by administrators at the school and district levels is critical to promoting and supporting the enabling conditions for science teachers to learn.


Teacher leaders also play a critical role in these efforts. Approaches for elementary, middle, and high schools may need to vary, but in every case, school systems need ways to identify the myriad opportunities that exist for teacher learning, when and under what conditions these opportunities are aligned with one. Teachers matter, but they do not work in a vacuum. Here, we focus on how schools and school systems such as districts or charter networks can improve the learning opportunities for science teachers.

Focusing on this level of the system is essential, given the important roles played by principals and teacher leaders in connecting the rhetoric of visions such as that embodied in the Framework and NGSS to the realities of how teachers and students spend their time. Below we offer some specific recommendations for practices and policies we view as necessary to enhance ongoing teacher learning.

Because the research base in this area is so uneven, often lacking science-specific studies related to the issues raised in this report, we think that these recommendations go hand-in-hand with research needs, and we offer recommendations for meeting these needs later in this chapter.

The following recommendations are not intended to be in chronological order—Recommendation 1, for example, does not have to be carried out first. Indeed, a plan for acting on recommendations toward the goal of enhancing science teacher learning to meet student learning goals is needed, and that plan might entail acting on a small number of recommendations, ordered in a way that capitalizes on current practice and policy and accelerates change. In an ideal world, all these recommendations would be implemented. But in the real and complex world of schooling, it is important to start with one recommendation, building momentum, and with a long term goal of acting on the full set.

Equally important is that acting on these recommendations will require additional resources money, material, time, and personnel or significant shifts in priorities. Such tradeoffs are inevitable, but investing in the individual and collective capacity of the workforce is essential to the improvement of science teaching in the United States. Finally, the committee presumes that acting on these recommendations.

Take stock of the current status of learning opportunities for science teachers: School and district administrators should identify current offerings and opportunities for teacher learning in science—using a broad conceptualization of teacher learning opportunities, and including how much money and time are spent as well as other associated costs.

Throughout this process, attention should be paid to the opportunities available for teachers to learn about. Given differences in the learning needs of elementary, middle, and high school teachers, expenditures and time allocations should be broken down by grade level and by school and district level.


Cooperative learning

Plans to address any inequities across classrooms or schools should be developed with an eye toward policies and practices that will equitably distribute teacher expertise and teacher learning opportunities across the system. District personnel and school principals, in collaboration with teachers and parents, should identify the specific learning needs of science teachers in their schools and develop a multiyear growth plan for their. Central to this work are four questions:. It will also be important to consider the larger contexts in which the plan will unfold and how existing policies and practices regarding personnel hiring, retention, placement and instructional guidance curriculum and assessment can enable or limit the plan.

Original Articles

School and district leaders will need to develop policies and practices that provide the necessary resources fiscal, time, facilities, tools, incentives. Furthermore, school and district leaders should work with teams of teachers to build coherent programs of science teaching learning opportunities, tailored to individual teachers and the school as a whole.

The portfolio of teacher. Learning opportunities for science teachers should have the following characteristics:.

Designers of learning opportunities for teachers including commercial providers, community organizations, institutions of higher education and districts and states, should develop learning opportunities for teachers that reflect the above criteria. When selecting learning opportunities for teachers, district and school leaders and teachers themselves should use the above criteria as a guide for identifying the most promising programs and learning experiences.

District and state administrators should use these criteria to provide guidance for teachers on how to identify high-quality learning experiences. District and state administrators should use and make public quality indicators to identify, endorse, and fund a portfolio of teacher learning opportunities, and should provide guidance for school leaders and teachers on how to select high-quality learning experiences in science appropriate to specific contexts.

Develop internal capacity in science while seeking external partners with science expertise: School and district leaders should work to build school- and district-level capacity around science teaching. These efforts should include creating learning opportunities for teachers but might also include exploring different models for incorporating science expertise, such as employing science specialists at the elementary level or providing high school science department heads with time to observe and collaborate with their colleagues.

When developing a strategy for building capacity, school and district leaders should consider the tradeoffs inherent in such choices. School and district leaders should also explore developing partnerships with individuals and organizations—such as local businesses, institutions of higher education or science rich institutions—that can bring science expertise.

Crucial to developing relevant expertise is developing the capacity of professional development leaders. Investing in the development of professional developers who are knowledgeable about teaching all students the vision of science education represented in the NGSS Next Generation Science Standards Lead States, and the Framework National Research Council, is critical.

It is not sufficient for these leaders to be good teachers themselves; they must also be prepared and supported to work with adult learners and to coordinate professional development with other policies and programs including staffing, teacher evaluation, curriculum development, and student assessment. Create, evaluate, and revise policies and practices that encourage teachers to engage in professional learning related to science: District and school administrators and relevant leaders should work to establish dedicated professional development time during the salaried work week and work year for science teachers.

They should encourage teachers to participate in science learning opportunities and structure time to allow for collaboration around science. Resources for professional learning should include time to meet with other teachers, to observe other classrooms, and to attend discrete events; space to meet with other teachers; requested materials; and incentives to participate. These policies and practices should take advantage of linkages with other policies For example, natural connections can be made between policies concerning professional development and teacher evaluation.

Similarly, administrators could develop policies that more equitably distribute qualified and experienced science teachers across all students in school, districts, and school networks. These tools may be particularly useful for supporting cross-school collaboration, providing teachers with flexible schedules for accessing resources, or enabling access to professional learning opportunities in rural areas where teachers may be isolated and it is difficult to convene in a central location.

A Study Comparing Cooperative Learning Methods: Jigsaw

Without the work of teachers, professional development leaders, and school leaders at the local level, the promise of these visionary documents cannot be realized. Of course, working at that local level—while necessary—is not sufficient to change how science is taught across the United States and determining whether all children have access to high-quality science learning experiences.

Within and across states, as well as nationally, science education needs to be elevated through policies, practices, and funding mechanisms. Without that kind of support, the local and essential work described in these recommendations will fall short. Other reports of the National Research Council , include recommendations targeted to the state level that identify policies such as those related to assessment National Research Council, , high school graduation requirements National Research Council, , and teacher certification National Research Council, that can help create supportive contexts for improving science education.

The National Research Council also has issued recommendations for a national indicator system that would make it possible to track improvement in STEM education reforms, covering domains of state policy, curriculum, accountability, and teacher quality, and the National Science Teachers Association has issued a number of relevant position statements on accountability, teacher preparation and induction, leadership, and professional development.

These organizations also are creating networks of science educators who are exploring the Framework and NGSS and sharing ideas about implementation of the vision set forth in those documents. It is a massive undertaking to support all students, teachers, and schools in rising to the challenges of the new vision of science teaching and learning. Considerable research exists, both in science education and in education more generally on which to draw, for insights into the wise development of policies, programs, and practices that will enhance teacher learning.

At the same time, much remains to be learned. The committee identified several areas of research that would inform the work of school leaders interested in supporting ongoing teacher learning. Before offering our recommendations for future research, we reiterate the major gaps in the research literature. The committee found enormous variation in teacher learning opportunities, with no centralized way to determine general trends or the effectiveness of various programs or combinations of experiences.

This observation is similar to a conclusion drawn by the authors of the National Research Council report on teacher preparation.

Collaborative learning – References

In general, more research is needed to understand the path from professional learning opportunities to changes in teacher knowledge and. To be maximally helpful, that research should attend to the contexts in which teachers learn and teach see Figure Fundamental to most research aimed at linking science teacher learning to student science learning and engagement is the development of publicly credible, technically sound, and professionally responsible measures of relevant teacher and student outcomes.

Because teaching and learning also have subject-specific aspects, these outcome measures need to sample broadly from the practices, disciplinary core ideas, and crosscutting concepts outlined in the new vision of science teaching and learning. The committee cannot emphasize enough the centrality of good measures of teacher and student learning, particularly for addressing gaps in all of the domains cited above. Lacking good outcome measures, considerable resources will continue to be devoted to professional learning opportunities with a limited ability to gauge their effects.

Such measures would enable a great deal of needed research. The committee urges a broad conceptualization of professional learning and thus research that examines how teachers learn from portfolios of learning opportunities, including both off-site and embedded professional development e. Of particular benefit would be research assessing the effects of the interactions among various learning opportunities, as well as the particular contributions of different kinds of learning experiences to teacher knowledge and practice.

The conduct of such research would require having much better documentation of the range of learning opportunities in which teachers participate and that were designed intentionally to build upon, extend, and enhance one another. Moreover, any investment in. Typical research on professional learning is small scale, conducted by the program designers or providers, and uses locally developed measures.

The collective body of small-scale research has produced some insights, but understanding of the nature and effects of the range of professional learning opportunities will remain limited without large-scale studies that include multiple programs and are not as dependent on teacher self-report. A wide range of research methodologies have important roles in shedding light on science teacher learning, as does the use of multiple measures of teacher knowledge and practice and student engagement and learning.

The committee urges that research on science teacher learning focus on opportunities that help teachers meet the needs of diverse students while teaching to the standards. Accomplishing this goal will require developing and studying professional learning programs—in and outside of schools—that interweave attention to science content with attention to the needs and experiences of all students, including English language learners, special education students, gifted and talented students, and diverse learners.

Compelling research exists in many of these areas. But teachers do not teach diverse learners on Tuesdays and science on Wednesdays; they teach the two together, and supportive professional learning experiences for teachers will integrate knowledge across a range of domains. In other words, research that attends to the development of all three dimensions of teacher knowledge and skill discussed in this report—the.

When relevant, attending to the potential role of technology in enabling teacher learning would help schools and school districts take advantage of the capabilities of new technologies in enabling teacher learning. Such research could focus on online or hybrid professional development programs, face-to-face learning opportunities that take advantage of the use of technology in pursuit of ambitious instruction, the use of technology to teach to the new vision of science learning, or the support of online professional networks of teachers.

The field also needs research on the development of teacher educators, professional development leaders, and teacher leaders more generally. Learning to teach teachers is related to but distinct from learning to teach.

TEC14: Geetika Saluja - Teaching Science through Cooperative Learning Strategies

Research documenting and explaining how skilled teacher developers acquire relevant knowledge and practice would help improve the quality of professional learning across the myriad settings in which it takes place. First, given current efforts toward developing new curriculum and assessment materials aligned with the Framework and NGSS, it would be strategic to design research that documents what teachers learn in developing and implementing those materials, especially in their classrooms and with the range of supports provided to help them.

As teachers and schools embrace the new vision for science teaching and learning, teachers, teacher leaders, principals, and professional development staff will be learning a great deal. Research should document that learning so that efforts to reform science instruction can learn productively from that experimentation. Second, many fields of research relevant to science teaching and learning currently do not address what science teachers and their students learn. Science education would benefit greatly from being integrated into programs of research concerning instructional reform, English language.