An Action Research of Cooperative Learning for Junior High School Biology Teachers

• Main Authors: SU JU-LIN, 林素如
• Other Authors: 林素華
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/50405033398088215824

碩士 === 國立彰化師範大學 === 生物學系 === 93 === This study aims at exploring the effects of group discussion and rewarding strategy of cooperative learning on the interaction quality of Grade 7 students’ group discussion in Biology class and the learning results of students. Employing action research as the approach, this study takes the students of a Grade 7 class taught by the researcher as the research targets. The instruction contents are the teaching units included in the syllabus of Grade 7’s Science and Living Technology subject (using Nani Publisher’s textbook of 2004 version) of 9-Year Curriculum. From the beginning of the first semester to the second term examination of the academic year of 2004, cooperative teaching was carried out in two stages, employing heterogeneous grouping and rewarding strategy respectively to facilitate the interaction among students. During the four months’ cooperative teaching, the researcher used tape recorder, video camera, teachers’ observation table, cooperative learning questionnaire, interviewed with students and colleagues, teachers’ instruction reexamination diary, and students’ documentation data to assist in the classroom observation or data accumulation, analyze the information collected from various sources and conduct triangulation. Through these means, the effects of cooperative teaching on the interaction frequency and quality of group discussion can be acquired, and the learning effects can be evaluated. The researcher mainly focuses on five aspects to make analysis and investigation of the results, including group participation, group interacting model, role playing situation, students’ feeling of learning and learning results. From the research results, these findings are discovered: 1.In the aspect of group participation, the activity of group discussion can provide the students of heterogeneous groups with chances of interacting learning; and the rewarding strategy can stimulate the students’ willingness of participation and increase students’ participation in group discussion, especially obvious for the students with low participation in the first stage; unannounced group testing strategy can promote students’ participation in group discussion; and competition among groups as well as strengthening of group’s inner consciousness can help elevate group participation. 2.In the aspect of group interacting model, the students of heterogeneous groups are trained to learn the division of labor in groups. Central figures or leaders would appear in groups to guide the group discussion. When confronted with difficulties or different opinions within a group, the group would “formulate public restriction themselves” or get a resolution by “majority system.” The situation of labor division of groups in the second stage is more detailed and even, and the group members are more responsible in the fulfillment of their duties. The models of labor division of groups are mainly divided into four types: random selection type, one-by-one investigation type, labor division type and mixed type. 3.In the aspect of role playing situation, the process of cooperative learning emphasizes the orientation of role mission. The appointment of role mission can arouse the students’ sense of responsibility and sense of agreement towards their groups. Nevertheless, in the study the students did not have in-depth and solid understanding towards the missions of the roles they were playing, and they lacked sufficient time and training of skills. Thus, there is still much room for improvement over the presentation of personal performance, especially the role playing of the inspectors, who need teachers to give them advice and training. 4.In the aspect of students’ feeling of learning, the group atmosphere contrived by cooperative learning can make the learning atmosphere in classroom become light and cheerful, establish a closer relationship among students, and bring more positive feelings of learning to students. Rewarding strategy can push the groups to fix more concrete goals, and let group members work hard to pursue these goals. 5.In the aspect of learning results, there was no significant difference between the results of Science subject of the first term and mid term examinations held in the first and second stages of cooperative learning respectively. Through group discussion, the students are more impressed on the learning, and the effects of learning are promoted. Cooperative learning can cultivate social skills for students.