The Impact on Incorporating Collaborative Concept Mapping with Coteaching Techniques in Elementary Science Classes

Autor/in	Jang, Syh-Jong
Titel	The Impact on Incorporating Collaborative Concept Mapping with Coteaching Techniques in Elementary Science Classes
Quelle	In: School Science and Mathematics, 110 (2010) 2, S.86-97 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2009.00012.x
Schlagwörter	Feedback (Response); Concept Mapping; Elementary School Science; Science Teachers; Experimental Teaching; Classroom Techniques; Team Teaching; Teaching Methods; Instructional Effectiveness; Intermode Differences; Achievement Gains; Participant Satisfaction; Multiple Choice Tests; Student Evaluation of Teacher Performance; Student Journals; Interviews; Grade 4 + Suchen Sie Ihr Suchwort? Concept Map; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Experimentalunterricht; Experimentelle Pädagogik; Klassenführung; Teamteaching; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Studentenzeitung; Interviewing; Interviewtechnik; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	The purpose of this research was to evaluate a collaborative concept-mapping technique that was integrated into coteaching in fourth-grade science classes in order to examine students' performance and attitudes toward the experimental teaching method. There are two fourth-grade science teachers and four classes with a total of 114 students involved in the study. This study used a mixed method design, incorporating both quantitative and qualitative techniques. The findings showed that the two teaching methods obtained significant difference with respect to students' test scores. Using collaborative concept mapping to learn science could increase the opportunity of discussion between peers, thus fostering better organization and understanding the content. In addition, coteaching could enable teachers to share their expertise with one another. It could facilitate the implementation of collaborative concept mapping and the construction of student's concept mapping. Team teachers' attitude could affect the students' learning performance. However, some of the students had negative views on drawing concept maps because they found it was troublesome to write down many words, difficult to draw and arrange proposition, and time-consuming. Coteachers' instant feedback and students' journal writing could guide and examine the students' concept maps to facilitate their cognitive learning. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10