Asia-Pacific Forum on Science Learning and Teaching, Volume 5, Issue 1, Article 6 (Apr., 2004) Mun Fie TSOI, Ngoh Khang GOH and Lian Sai CHIA Using group investigation for chemistry in teacher education Previous Contents Next

Introduction

The vast research literature on the impact of cooperative learning on student success seems to dictate the importance of this classroom structure for classroom teaching and learning (Davidson & Worsham, 1992; Sharan, 1994). When properly conducted, cooperative learning, a group and student-centered instructional approach will promote problem-solving skills, social skills and thinking skills of the learner than both individualised and competitive efforts (Johnson & Johnson, 1991). However, in an e-learning environment which usually involves collaborative learning, it seems that educators or pre-service teachers often assume that learners or students would have learnt these skills as well as the processes of group work from their own experiences on social interactions and discourse. Studies have found that modeling of Group Investigation can bring about cooperative learning as well as thinking skills during the learning process (Tsoi, Goh & Chia, 2000, 2001). As such, modeling of Group Investigation is one way to address this teaching/ learning situation.

Basically, Group Investigation involves the integration of four essential features: investigation, interaction, interpretation, and intrinsic motivation (Sharan & Sharan, 1992). It provides a social context for learning. To understand the goals and procedures of this model of cooperative learning, it would be appropriate then to be aware of the types of cooperative learning. There are formal cooperative learning, informal cooperative learning, cooperative base groups, and cooperative structures (Johnson, Johnson & Holubec, 1992). In this paper, we are concerned with formal cooperative learning in chemistry where the pre-service chemistry teachers of the PGDE (S), Postgraduate Diploma in Education (Secondary), program are to achieve shared learning goals and complete specific tasks and assignments together. They work together for one class period for several weeks.

Figure 1 illustrates the use of formal cooperative learning. In formal cooperative learning groups, educators or teachers would need to (a) specify instructional objectives for the lesson or activity; (b) make preinstructional decisions such as the size of the group, the way of forming groups, the assigned roles, and the resources needed; (c) explain task and cooperation where positive interdependence and individual accountability are emphasised as well as the criteria for success given and the social skills expected; (d) monitor and facilitate the process of cooperative learning where assistance would be provided to help students to complete the task accurately and work together effectively; (e) evaluate student's learning and assist the group to process how effective the group has functioned.

 

ESSENTIAL ELEMENTS Positive Interdependence Individual Accountability Face-to-Face Interaction Social Skills Group Processin

INSTRUCTOR'S ROLE FORMAL GROUPS Specify Instructional Objectives Make Preinstructional Decisions Explain Task and Cooperation Monitoring and intervening Evaluating and Processin

GENERIC COOPERATIVE LEARNING STRUCTURES

SPECIFIC COOPERATIVE LEARNING LESSONS

Figure 1. Cooperative Learning

 

---

Copyright (C) 2004 HKIEd APFSLT. Volume 5, Issue 1, Article 6 (Apr., 2004). All Rights Reserved.