|
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
|
|
|
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
|
Conclusions
Theories of learning with much influence by cognitive science movement have in a way affected instructional design. However, there is now interest in building instruction to facilitate not only the thinking processes but also the social interaction processes. As such, a constructivist paradigm for instructional design may be appropriate for modeling of Group Investigation to pre-service teachers. This paradigm claims that learning is more than conditioning or acquired knowledge, rather it is constructed knowledge. This means that learners interpret information in the context of their own experiences. Learning should be personalised, set in authentic contexts, and oriented to problem solving. In other words, learning should allow learners to assume roles and interact with others, present problems to be solved, emphasise intrinsic awards, embed in a realistic and practical setting, involve the learner in goal setting and encourage multiple perspectives.
In this case, the constructivist paradigm for the instructional design would comprise: (a) learning is personal discovery based on insight; (b) type of learning is problem solving; (c) instructional strategies are provided for active, cooperative and reflective learner; (d) media strategy is a responsive and cooperative learning environment; and (e) the key concept is autotelic principle (intrinsic motivation). Indeed, modeling of Group Investigation would address this learning situation to a good extent.
For effective modeling of Group Investigation, the instructor needs to understand the nature and essential components of cooperative learning. Besides, the instructor needs also to assess the learners' ability to plan and study together, choose the relevant authentic problem for Group Investigation, think through possible questions about the problem, and locate a variety of resources. Social skills, for example, communication, conflict-management, decision-making, leadership, and trust-building need to be taught for effective group processing. The meanings of positive interdependence, individual accountability, social skills, and group processing as well as problem solving heuristics need to be fully understood so that Group Investigation could be modeled effectively.
Copyright (C) 2004 HKIEd APFSLT. Volume 5, Issue 1, Article 6 (Apr., 2004). All Rights Reserved.
