The effects of cooperative learning in a physical science course for elementary/middle level preservice teachers

Burron, Bruce; James, M. Lynn; Ambrosio, Anthony L.

doi:10.1002/tea.3660300708

Cited by 32 publications

(22 citation statements)

References 8 publications

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“…Although results of research generally do not reveal differences in performance, cooperative methods when compared to teacher-centred teaching are usually better liked by students; being conducive for their learning (Anderson & Lawton, 1991;Burron, James, & Ambrosio, 1993;Richardson & Birge, 1995;Yuen & Hau, 2006). On the other hand, the results of Phipps, Phipps, Kask, and Higgins (2001) on student perceptions of collaborative learning are ambiguous and contradictory, with positive evaluations of some specific techniques and less than positive evaluations of cooperative learning in general.…”

Section: Introductionmentioning

confidence: 83%

Students’ likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students’ perceptions of the learning environment, student learning and performance

2008

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This paper aims to investigate students' likes and dislikes of the teaching that they have experienced and its effects on students' perceptions of the learning environment, student learning and academic performance. The study compares a lecture-based setting to a studentactivating learning/teaching environment, considering both instructional and assessment practices. Data (N=578) were collected using the Course Experience Questionnaire (Ramsden, 1991) and by means of a standardised test. While lecture-taught students' evaluations of the experienced teaching were generally focused and positive, students' perceptions of the activating methods varied widely and both extremely positive and negative opinions were present. Also the consequences of these (dis)likes in instruction for student learning become clear. Moreover, a significant positive linear effect of students' (dis)likes in instruction on students' perceptions of the learning environment (except for appropriate assessment), their learning and their performance was found. This way, the results pinpoint the central role of teaching methods for students' learning and caution against detrimental consequences of students' negative appraisal of the teaching methods that they experience. A matching strategy between a student's teaching tastes and the teacher's instructional interventions provides the best educational prospects.

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Section: Introductionmentioning

confidence: 83%

Students’ likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students’ perceptions of the learning environment, student learning and performance

2008

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“…In four studies that used a control group (Burron, James, and Ambrosio 1993;El-Deghaidy and Nouby 2008;Huang, Lubin, and Ge 2011;Stichter et al 2006), the control group followed a more traditional learning trajectory, while the experimental group was involved in more innovative interventions that were based on social constructivism. In two other studies (Olson 2007;Sluijsmans, Brand-Gruwel, and van Merriënboer 2002;Sluijsmans et al 2004), the control group was used to explore outcomes compared to the experimental group of for instance training (Sluijsmans, Brand-Gruwel, and van Merriënboer 2002;Sluijsmans et al 2004).…”

Section: Meta-methodsmentioning

confidence: 99%

Learning outcomes of teacher professional development activities: a meta-study

Thurlings

Brok

2017

Educational Review

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Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities. Specifically, we examined which learning outcomes could be achieved through participating in such activities. By means of a metastudy approach, we additionally reviewed methods, data collection, and theories used in the included studies. Findings showed outcomes were achieved in terms of teacher knowledge, teacher skills, and student learning. At the same time, many studies had methodological weaknesses: many self-report and self-constructed instruments hardly based on theory were applied. Based on the findings, we urge for more rigorous studies that can move the field forward.Teacher professional development (TPD) is considered to be an important approach for the improvement of quality of education (Borko and Putnam 1995;Coe et al. 2014;Desimone 2009;Hattie 2009). Many studies have explored what characteristics make TPD effective and concluded that TPD should focus on developing subject matter knowledge as well as pedagogical content knowledge, hold active and inquiry-based activities, span over a larger time period, and that teachers should work together with their colleagues (Desimone 2009;Putnam and Borko 2000;Van Veen, Zwart, and Meirink 2012). Examples of TPD wherein teachers learn with their colleagues are peer coaching (Ackland 1991) and communities of practice (Lave and Wenger 1991;Wenger 1998). In this article, we call such activities peer teacher professional development (PTPD) activities, and we will report on a review study that focussed on the learning outcomes of (student) teachers as a result of participating in such activities.In this review study, a variety of PTPD activities are combined into a comprehensive overview. On a conceptual level and based on different functions of the activities (e.g. Little 1990) and group size, we distinguish three different types of PTPD activities: (a) coaching, wherein individuals support another individual, reciprocal or non-reciprocal, in achieving individual goals (e.g. peer coaching, peer feedback); (b) collaborating, wherein larger groups this is an open access article distributed under the terms of the creative commons attribution-noncommercial-noderivatives license (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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“…Laboratory classes also operate in group-work settings, which enhance collaborative skills 9 and facilitate active learning 10 .…”

Section: Undergraduate Research Provides Training In Scientific Inquirymentioning

confidence: 99%

Using undergraduate research to develop transferable skills for the modern workforce

Wang

2016

Microbiol. Aust.

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In the increasingly competitive global knowledge marketplace, Australian tertiary educators are looking to enrich their program offerings by providing authentic learning experiences for their students. In the biological sciences, this authenticity is best represented by hands-on inquiry and laboratory experimentation, often within the context of research internships. Authentic Large-Scale Undergraduate Research Experiences (ALUREs) aim to broaden the scope of these learning experiences by embedding research into coursework activities accessible by all students within the program. These experiences can promote learning gains in laboratory, analytical, and critical thinking skills, providing students with a transferable skillset applicable to many career paths across the science sector.

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The effects of cooperative learning in a physical science course for elementary/middle level preservice teachers

Cited by 32 publications

References 8 publications

Students’ likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students’ perceptions of the learning environment, student learning and performance

Students’ likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students’ perceptions of the learning environment, student learning and performance

Learning outcomes of teacher professional development activities: a meta-study

Using undergraduate research to develop transferable skills for the modern workforce

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