A Study on the Effectiveness of a Strategy Based on Cooperative Learning for Science Teaching in Class VII

2021 ◽  
pp. 123-136
Author(s):  
Mary Vineetha Thomas ◽  
R.G Kothari
Keyword(s):  
Cooperative Learning ◽  
Science Teaching ◽  
Education System ◽  
Learning Strategy ◽  
Technological Development ◽  
Teaching Strategy ◽  
The Social ◽  
Working Together ◽  
Education Today ◽  
Teaching Learning

Education today needs to be responsive to the diverse needs of our learners in order to make them globally competent. Innovative initiatives need to be brought into the present education system in order to meet the growing demands of our society. Our education system does not function in isolation with our society and so, along with academic aspects, the social aspects of learning too, have to be focussed on. This is possible with quality teaching strategies being introduced in our teaching learning process and one such strategy promoting the same is Cooperative Learning. Cooperative learning involves students working together in small groups to accomplish shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning among students from kindergarten through college and across different subjects and science is no exception. Science enables pupils to be involved in group work where they have the opportunity to share ideas and cooperate with each other in collaborative practical activity. What is needed today is a new wave of educated students ready for modern scientific research, teaching and technological development. With students of diverse abilities and differing rates of learning in our classrooms, it is, therefore, essential for the teacher to have the knowledge of how students learn science and how best to teach. The present study was taken up in this context to find out the effectiveness of cooperative learning strategy in science teaching.

scholarly journals Cooperative Learning Strategy in teaching Arabic for Non Native Speakers

2017 ◽  
Vol 11 (2) ◽  
pp. 261
Author(s):  
Suo Yan Mei ◽  
Suo Yan Ju ◽  
Ayishah Binti Mohd
Keyword(s):  
Academic Achievement ◽  
Social Interaction ◽  
Cooperative Learning ◽  
Communication Skills ◽  
Learning Strategy ◽  
Native Speakers ◽  
Language Skills ◽  
Teaching Strategy ◽  
Arabic Language ◽  
The Social

Cooperative learning is a teaching strategy that can help students to be successful in academic achievement and skills, as well as can assist the students to enhance the social interaction and human relation; however, this research explored the cooperative learning strategy in teaching Arabic for non native speakers, and will show the experiences for Arabic lecturers during their applying this method for teaching Arabic at sultan Idris education university Malaysia. The researchers will depend on the survey research design. The study will use a sample of 10 lecturers who are teaching Arabic language randomly selected from Sultan Idris education University Malaysia . The method will use data collection which included a 10-items questionnaire. Results show that majority of lecturers strongly support to apply the cooperative learning during the classes and outside of classes to help the students to improve their language skills, communication skills and social interaction .

scholarly journals Pair programming: more than just working together in pairs.

2012 ◽  
Vol 31 (1) ◽  
Author(s):  
Elsa Mentz
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Tertiary Education ◽  
Pair Programming ◽  
Tertiary Level ◽  
Effective Manner ◽  
Working Together ◽  
Improved Learning ◽  
Quality Programming ◽  
Teaching Learning

Pair programming originated in the industry where focus is placed on the development of a programme at the most costand time-effective manner, and within the parameters of quality. In this context, a specific programming code is not developed individually; rather, two people work together in order to ensure a higher quality programming code and to motivate each other to work at a faster pace. The problem with this approach was that novice programmers lacked the social skills to work in pairs as they had not been exposed to this sufficiently at tertiary level. The demand of the industry, especially in terms of programmers needing to be able to programme together, led to the incorporation of pair programming at tertiary level in the late nineties. The pedagogical principles on which any teaching-learning strategy should be built were, however, largely overlooked during this process. This article firstly looks into the semantic and ontological differences between co-operative and collaborative learning and secondly argues that pair programming, within the context of a social constructivist approach to teaching and learning, can be seen as a co-operative teaching-learning strategy. Pair programming is more than just allowing two students to work together on a programming task. The more structured way, in which pair programming needs to be implemented, concur with the principles of co-operative learning. The article concludes that the correct pedagogical application of pair programming as a co-operative teaching-learning strategy in tertiary education will result in improved learning capital.

Effects of Cooperative Learning Strategy on Undergraduate Kinesiology Students' Learning Styles

2005 ◽  
Vol 101 (2) ◽  
pp. 525-530 ◽  
Author(s):  
Harry J. Meeuwsen ◽  
George A. King ◽  
Rockie Pederson
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Strategy ◽  
Motor Behavior ◽  
Teaching Strategy ◽  
Convenience Sample ◽  
Team Based Learning ◽  
Student Learning Style ◽  
Dependent Learning

A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

scholarly journals Education Intelligence Bureau for Colleges

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Sawan Chourey
Keyword(s):  
Economic Development ◽  
Search Engine ◽  
Education System ◽  
Technological Development ◽  
Vital Role ◽  
Accurate Analysis ◽  
Economic Progress ◽  
The Social ◽  
Social And Economic Development ◽  
The Ideal

Bureau of Education Intelligence:- Bureau of Education Intelligence (B.E.I.) aims to provide accurate analysis of underlying trends pertinent to the internationalisation of education. Bureau of Education Intelligence in India contributes a major share to the overall education system and plays a vital role in the social and economic development of our nation. Bureau of Education is imparted at various levels such as:  diploma, degree, post-graduate and research in specialized fields, catering to various aspects of technological development and economic progress. Facilities Provide By B.E.I:-                                                 The B.E.I. search engine helps you quickly find the ideal college. Narrow down by region, college sports, major, tuition, and several other criteria. Hotlink from your search list directly to homepages of the college in which you are interested. Review, compare, and sort college according to exclusive, detailed profiles provided by ACT.

scholarly journals KECERDASAN SOSIAL DALAM PEMBELAJARAN KOOPERATIF PERSPEKTIF AL-QUR’AN

2021 ◽  
Vol 12 (2) ◽  
pp. 294-302
Author(s):  
Ahmad Zain Sarnoto ◽  
Siti Maria Ulfa
Keyword(s):  
Cooperative Learning ◽  
Social Intelligence ◽  
Learning Model ◽  
Two Dimensions ◽  
Literature Study ◽  
The Social ◽  
Grouping Students ◽  
Working Together ◽  
Data Collection Technique ◽  
Action Dimension

This study concluded that social intelligence is a person's ability to understand other people and care about the social environment. This is based on the two dimensions of social intelligence from the perspective of the Koran that the authors found, namely the feeling dimension (affective aspect) and the action dimension (psychomotic aspect). In the feeling dimension (affective aspect) consists of empathy and sincerity, while the action dimension (psychomotic realm) consists of helping, friendship, caring and communication. This means that the Qur'an describes the balance between habl ma'a Khaliqih and habl ma'a ikhwanih. Thus, this Quran-based cooperative learning model can help improve children's social intelligence. Cooperative learning is a learning model using a system of grouping students, who have different academic backgrounds, gender, race, or ethnicity (heterogeneous). Cooperative learning can form interpersonal skills because there are elements of working together, helping each other, helping out and discussing. This is based on the two indicators of cooperative learning in the perspective of the Qur'an that the author found, namely helping and deliberation. The approach used in this study is a qualitative approach. While the method used is a thematic interpretation method. The data collection technique used is through literature study

scholarly journals The Degree of Practice of the Strategies for Teaching Arabic Language by Teaching Staff Members in the Jordanian Universities: درجة ممارسة أعضاء الهيئة التّدريسيّة في الجامعات الأردنيّة استراتيجيّات تدريس اللغة العربيّة

2016 ◽  
Vol 2 (5) ◽  
Author(s):  
Mohammed Fawzi Ahmed Bani Yasin
Keyword(s):  
Learning Strategy ◽  
Cultural Theory ◽  
Teaching Strategy ◽  
Arabic Language ◽  
The Self ◽  
Teaching Staff ◽  
Staff Members ◽  
The Social ◽  
High Level ◽  
Self Learning

The aim of the study was to find out The Degree of Practice of the Strategies for Teaching Arabic Language by Teaching Staff Members in the Jordanian Universities. In order to achieve this, the researcher designed a questionnaire distributed to 100 faculty members, which consisted of three areas: theories, approaches and strategies. The results of the study in the field of theories, which included (4) theories, showed that the theory of "top to bottom" was ranked first, while the "social cultural theory" ranked last. The results of the study in the field of linguistic entries, which included (7) entries, that the "traditional" entry was ranked first, while the "syntactic and skillful" came in last. The strategy area, which included 20 strategies, showed results in three levels: high, medium and low. The strategy of the "lecture" at the high level was ranked first by (9.338%), while the self-learning strategy at the same level was ranked last (6.614%). At the intermediate level, the "exchange strategy" (6.42%), while the "micro-teaching strategy" at the same level ranked last (3.696%). At the low level, the "self-accountability strategy" ranked first with 2.918% "At the same level last place by (0.194%) .

scholarly journals The Effects of Reciprocal Teaching Learning Strategy and Self efficacy on Learning Outcomes of Early Childhood (AUD) Mathematical Logic

2018 ◽  
Vol 9 (1) ◽  
pp. 41
Author(s):  
Erwanto Erwanto ◽  
Anastasia Sri Maryatmi ◽  
Agung Budiyanto
Keyword(s):  
Mathematical Logic ◽  
Early Childhood ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Research Method ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Reciprocal Teaching ◽  
Teaching Learning ◽  
Level 2

The purpose of this research is to learn about the influence of Reciprocal Teaching and Self Efficacy on learning outcomes of AUD mathematical logic. This research is experimental research designed using treatment by level 2 × 2. The research method used is a variance analysis of two different cell paths. The results of this research are: (1) learning outcomes of students using Reciprocal Teaching strategy is higher than Ekspository strategy, (2) there is an interaction influence between learning strategy and self efficacy on learning outcomes of AUD mathematical logic, (3) there is an influence of self efficacy on learning outcomes of AUD mathematical logic. 

scholarly journals JIGSAW COOPERATIVE LEARNING: A VIABLE TEACHING LEARNING STRATEGY IN AYURVEDA

AYUSHDHARA ◽  
2020 ◽  
pp. 69-73
Author(s):  
Deepali Agrawal ◽  
Neeta Shekokar
Keyword(s):  
Cooperative Learning ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Test Results ◽  
Innovative Method ◽  
Post Test ◽  
Base Method ◽  
Teaching Learning ◽  
Jigsaw Technique ◽  
Day By Day

Teaching and learning are two important pillars in medical education. In lecture base method teachers mere transform all his information about a subject to students, but day by day this method is getting bored. It discourages everyone. Every student doesn’t take part in this type of teaching. Cooperative learning considered as one of the greatest innovative method in teaching. Jigsaw is one of the strategies of cooperative learning. It is successfully used in other faculty to improve education from 1st standard to graduate level but till it is not used in Ayurveda field so the present study was conducted to compare effectiveness of Jigsaw technique with lecture technique for Ayurveda students. Method: A pre-test was performed on the students to ensure their knowledge about that subject. Then relevant topics i.e., Shatkriyakala (first subject) and Nidanpanchak (second subject) were presented to the two groups using mentioned methods. And a post-test was used to measure their learning and assessed it’s satisfactory or not by unpaired t test. Results: More than 90% of the participants agreed with all the items that assessed their satisfaction with what they learnt by using JIGSAW. Conclusion: Cooperative learning for teaching learning process is more effective and satisfactory.

scholarly journals ANÁLISIS CRÍTICO SOBRE LAS POSIBLES INFLUENCIAS EN EL PROCESO DE ENSEÑANZA Y APRENDIZAJE DE CIENCIAS

PARADIGMA ◽  
2020 ◽  
pp. 28-52
Author(s):  
Emerson Pereira Branco ◽  
Alessandra Batista de Godoi Branco ◽  
Shalimar Calegari Zanatta
Keyword(s):  
Public Schools ◽  
Science Teaching ◽  
Learning Process ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Technological Development ◽  
Physical Structure ◽  
Analysis Methodology ◽  
Teaching Learning ◽  
Science Classes

En este artículo proporcionamos un análisis crítico del proceso de enseñanza y aprendizaje de Ciencias en Brasil. El análisis se basa principalmente en las especificidades de la enseñanza de las Ciencias que, debido a su carácter epistemológico, expande su complejidad en el proceso de enseñanza y aprendizaje. Como metodología de análisis, utilizamos la investigación bibliográfica y documental. El objetivo principal del estudio es analizar los posibles factores, así como las influencias internas y externas que, en el contexto de la educación pública, dificultan la calidad de la enseñanza. Los resultados muestran que varios factores han sido decisivos en la organización pedagógica y curricular de las escuelas. Entre los más relevantes podemos mencionar, el desarrollo tecnológico, las políticas neoliberales, la educación y capacitación de docentes, el número insuficiente de docentes con capacitación específica para impartir clases de Ciencias, la falta de estructura física e inversiones en escuelas públicas, el carácter positivista de la ciencia y la mala interpretación de las pedagogías constructivistas.Palabras clave: Enseñanza de las Ciencias. Formación de profesores. Teorías constructivistas. UMA ANÁLISE CRÍTICA SOBRE AS POSSÍVEIS INFLUÊNCIAS NO PROCESSO DE ENSINO E APRENDIZAGEM DE CIÊNCIAS ResumoNo presente artigo discorremos uma análise crítica sobre o processo de ensino e aprendizagem de Ciências no Brasil. A análise se pauta principalmente, nas especificidades do ensino de Ciências que, devido seu caráter epistemológico, amplia sua complexidade no processo de ensino e aprendizagem. Como metodologia de análise, utilizamos a pesquisa bibliográfica e documental. O estudo tem por objetivo principal analisar os possíveis fatores, bem como as influências internas e externas, que, no contexto da educação pública, dificultam um ensino de qualidade. Os resultados apontam que diversos fatores têm sido decisivos na organização pedagógica e curricular das escolas. Entre os mais relevantes podemos citar, o desenvolvimento tecnológico, as políticas neoliberais, a formação e a capacitação dos professores, a insuficiência no número de professores com formação específica para ministrar aulas de Ciências, a falta de estrutura física e de investimentos nas escolas públicas, o caráter positivista da Ciência e a má interpretação das pedagogias construtivistas.  Palavras-chaves: Ensino de Ciências. Formação de Professores. Teorias Construtivistas. A CRITICAL ANALYSIS OF POSSIBLE INFLUENCES IN THE TEACHING-LEARNING PROCESS OF SCIENCE AbstractIn this article we provide a critical analysis of the science teaching and learning process in Brazil. The analysis is based mainly on the specificities of Science teaching which, due to its epistemological character, expands its complexity in the teaching and learning process. As an analysis methodology, we use bibliographic and documentary research. The main objective of the study is to analyze the possible factors, as well as the internal and external influences, which, in the context of public education, hinder quality teaching. The results show that several factors have been decisive in the pedagogical and curricular organization of schools. Among the most relevant we can mention, technological development, neoliberal policies, teacher education and training, the insufficient number of teachers with specific training to teach Science classes, the lack of physical structure and investments in public schools, the positivist character of Science and the misinterpretation of constructivist pedagogies.Keywords: Teaching of Sciences, Teacher Training, Constructivist Theories. 

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