Individual to Collaborative: Guided Group Work and the Role of Teachers in Junior Secondary Science Classrooms

Autor/inn/en	Fung, Dennis; Lui, Wai-mei
Titel	Individual to Collaborative: Guided Group Work and the Role of Teachers in Junior Secondary Science Classrooms
Quelle	In: International Journal of Science Education, 38 (2016) 7, S.1057-1076 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1177777
Schlagwörter	Teacher Role; Science Instruction; Science Education; Group Activities; Energy; Physics; Foreign Countries; Secondary School Science; Pretests Posttests; Scientific Concepts; Group Discussion; Science Teachers; Science Curriculum; Control Groups; Experimental Groups; Quasiexperimental Design; Achievement Tests; Elementary Secondary Education; International Assessment; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Secondary School Students; Secondary School Teachers; Constructivism (Learning); Secondary Schools; Grade 8; Statistical Analysis; Hong Kong; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Lehrerrolle; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Gruppenaktivität; Energie; Physik; Ausland; Gruppendiskussion; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Sekundarschule; School year 08; 8. Schuljahr; Schuljahr 08; Statistische Analyse; Hongkong
Abstract	This paper, through discussion of a teaching intervention at two secondary schools in Hong Kong, demonstrates the learning advancement brought about by group work and dissects the facilitating role of teachers in collaborative discussions. One-hundred and fifty-two Secondary Two (Grade 8) students were divided into three pedagogical groups, namely "whole-class teaching", "self-directed group work" and "teacher-supported group work" groups, and engaged in peer-review, team debate, group presentation and reflection tasks related to a junior secondary science topic (i.e. current electricity). Pre- and post-tests were performed to evaluate students' scientific conceptions, alongside collected written responses and audio-recorded discussions. The results indicate that students achieved greater cognitive growth when they engaged in cooperative learning activities, the interactive and multi-sided argumentative nature of which is considered to apply particularly well to science education and Vygotsky's zone of proximal development framework. Group work learning is also found to be most effective when teachers play a role in navigating students during the joint construction of conceptual knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01