Group work in science learning - international scenarios and implications for teaching and learning in Hong Kong

Asia-Pacific Forum on Science Learning and Teaching, Volume 2, Issue 2, Article 9 (Dec., 2001)
Teresa T S WONG
Group work in science learning - international scenarios and implications for teaching and learning in Hong Kong

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Implications of Group Work Practice in Science Teaching in Hong Kong & Conclusion for the On-line Seminar
By examining the sharing of global experiences of group work practice in science education, group work has been illustrated to be one of the effective solutions for solving the various issues of concerns and existing tensions in the Hong Kong education. Group work can improve learning by creating environment for meeting students' individual differences (e.g. students of mixed learning abilities, the academically low achievers and the gifted), cultivating whole-person development (through building up of students' various generic, high-order thinking skills and science process skills), using alternative modes for learning and teaching (such as group discussion and various forms of assessment). In order to promote "learning to learn" and to establish a successful climate for group work learning, Hong Kong teachers need to develop their competence to infuse generic skills during the various stages of group work implementation. A bank of exemplary teaching/learning/assessment materials along with the curriculum planning exemplars needed to be collected and introduced to local teachers. Local and international curriculum development experts may serve to advise on the development strategies and review the developmental progress whenever appropriate. In terms of science education, the application of group work in real life, particularly in the context of the professional science and technology world, should be examined and emphasized to simulate similar kind of culture in students' educational experience.
Seminar like this one will help to disseminate evidence-based findings from actual educational practitioners for the reference of other schools. Administrative support and teachers themselves are encouraged to bring up teachers' collaborative effort. At the curriculum planning level, identifying and removing existing curricular and educational system constraints (such as the ones discussed in the previous sections) that would hinder the effective implementation of group work, would be the first step in promoting movements in this type of learning. Nevertheless, an incremental and interactive approach (based on the establishment of cumulative knowledge and experiences) is thus advocated, rather than a radical approach to nurture group work in learning.
This International On-line Collaboration Discussion Seminar has provided a channel for exchanging ideas and questions, which offered some insight from their useful experiences and evidence-based learning and teaching related to group-work for the references of other teachers. This seminar has proven to be an effective, stimulating and successful way for teachers worldwide to communicate collaboratively. It is hoped that more seminars of this nature can be held in the near future to strengthen teachers' professionalism and provide further opportunity for sharing ideas in science education.