An Action Research Study of Applying Cooperative Learning into Science and Technology for Junior High Students

• Main Authors: Yi-Chen Lo, 羅翌禎
• Other Authors: Mei-Ying Chien
• Format: Others
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/8dt5ys

碩士 === 國立東華大學 === 教育行政與管理學系 === 102 === The 12-year Public Education is aimed to implement adaptive teaching and thus no child will be left behind. In order to achieve such goal, the Ministry of Education has promoted “cooperative learning” to transform teaching into student-centered style and by doing so students will be encouraged to be involved in the learning process. This research was developed by following the above mentioned ideology and to help the researcher, also as a teacher practitioner, assess and resolve the problem of students’ low participation in class. The research purposes include: 1. To explore the elements limiting students’ participation in learning science and technology, and develop a teaching plan which will facilitate students’ participation; 2. To assess the process of implementing cooperative learning and students’ participation in learning science and technology; 3. To explore the influences of implementing cooperative learning on students’ participation and the teacher’s professional growth. This research was conducted by using action research approach with an on-going process of self-reflection and modification. The research participants included a group of 29 9-grade students and their mentor teacher; the research data were collected over a period of one semester by using observation with field-note taking, research and teaching reflective diary, interviews with students and the mentor teacher, and document collection. The research findings are summarized as follows: 1. The purpose of adopting a cooperative learning approach was to facilitate students’ participation, and the learning content was addressed at providing peer-learning opportunities; 2. The implementation of cooperative learning was a continuous process of assessment and modification based on students’ participating performance; 3. The implementation of cooperative learning could help to facilitate students’ participation and enhance teacher’s professional growth. Based on the above findings, some suggestions are given as follows: 1. The provincial administration unit for education could take part in promoting cooperative learning; 2. The teacher education institutes/units could include cooperative learning into the training program; 3. The schools could organize seminars and/or workshops for teachers, support teaching innovation, and encourage teachers taking part in action research; 4. Teachers could devote themselves to practicing cooperative learning and reflection on their own teaching. Some suggestions are also given to future research for reference.