A Cooperative Learning Group Procedure for Improving CTE and Science Integration

Autor/in	Spindler, Matt
Titel	A Cooperative Learning Group Procedure for Improving CTE and Science Integration
Quelle	In: Career and Technical Education Research, 41 (2016) 3, S.157-173 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	Cooperative Learning; Science Instruction; Career Education; Technology Education; Secondary Education; Interdisciplinary Approach; Cognitive Processes; Teacher Collaboration + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Arbeitslehre; Technisch-naturwissenschaftlicher Unterricht; Sekundarbereich; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Cognitive process; Kognitiver Prozess; Lehrerkooperation
Abstract	The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives utilized in secondary CTE courses. The objectives of the study were to determine if CLGs were an effective means for increasing the number of: a) science integrating learning objectives utilized in CTE courses; and b) science integrating learning objectives that require higher levels of cognitive processing in CTE courses. The findings revealed that the CLG process lead to an increase in the total number of science integrating learning objectives and number of science integrating learning objectives requiring higher levels of cognition. Matched-sample t tests revealed that the increases in the number of science integrating learning objectives and objectives that require higher levels of cognition were statistically significant. It is recommended that researchers investigate further methods for improving cooperation between CTE and science teachers. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. Web site: http://acteronline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01