Affective and Cognitive Outcomes of Project-Based Teamwork in a Model Lower Secondary School: The Case of Nuclear Energy

Autor/inn/en	Tsaparlis, Georgios; Hartzavalos, Sotirios; Vlacha, Vasiliki; Malamou, Constantina; Neila, Ioanna; Pantoula, Christina
Titel	Affective and Cognitive Outcomes of Project-Based Teamwork in a Model Lower Secondary School: The Case of Nuclear Energy
Quelle	In: Science Education International, 31 (2020) 1, S.52-64 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tsaparlis, Georgios)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Teaching Methods; Student Projects; Active Learning; Science Instruction; Learning Motivation; Nuclear Energy; Teamwork; Grade 9; Secondary School Students; Student Attitudes; Knowledge Level; Seminars; Critical Thinking; Familiarity; Information Seeking; Scientists; Comparative Analysis; College Students; College School Cooperation; Selective Admission; Institutional Characteristics; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Motivation for studies; Lernmotivation; Atomenergie; Kernenergie; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Schülerverhalten; Wissensbasis; Seminar; Kritisches Denken; Informationserschließung; Scientist; Wissenschaftler; Collegestudent; Bildungsselektion; Ausland; Griechenland
Abstract	We report on our experience with the implementation of project-based teamwork on nuclear energy with 14 ninth-grade students from a lower secondary model school and its assessment using two written questionnaires, which were answered by the students after the completion of the project. The first questionnaire elicited students' opinions about the overall project, while the second questionnaire examined students' acquired knowledge. All the students were satisfied with their experience. The preparation and organization of the team members, their collaboration and discussions, and the presentation at a public seminar were considered the most important stages of the project. In addition, the preparation and organization, the practice in public presentation, the motivation for learning, and critical thinking were important skills and competencies developed. Students benefited from their familiarity with searching and evaluating information and were positive about their contact with scientists. With regard to the knowledge acquired, positive results emerged for the model school students as compared to beginning 1st-year university students from a previous study. The results highlight the importance of project-based work with model school students, as well as the role of the interaction between schools, society, and research institutions. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01