An Action Research of Integrating Science Writing and Cooperative Learning in Junior High School Science Class

• Main Authors: Mei-Chi Lin, 林美琪
• Other Authors: Syh-Jong Jang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/87637952837714162400

碩士 === 中原大學 === 教育研究所 === 97 === The purpose of this study is to explore the process of integrating science writing and cooperative learning in junior high school science class, the effects of students learning and the researcher personal acquisition through the action research. Objects of this study were 35 students taught by the researcher. Objects learned about cooperative learning by dividing into small groups in the seventh grade. This study is based on Qualitative Research. The data sources come from students’ notes, the teacher’s daily notes, questionnaires and interviews. This study shows integrating science writing and cooperative learning in junior high school science class is practicable. Using both strategies is better than using one of them. What’s more, there are some findings of this study on students’ learning effects. First, writing and group discussion help students learn how to find out and solve their problems of learning. Writing helps students find out the problems, and group discussion helps them solve those problems more effectively. Second, writing and group discussion help students construct and understand concepts better. Students get personal constructs when they work on writing tasks. They acquire social concepts through cooperative learning. Third, writing and group discussion help students memorize what they have learned better. Fourth, writing and group discussion can enhance students’ learning motivation and help them concentrate on their study. Students discuss harder when they have writing tasks. Integrating two strategies in class can improve the class atmosphere. Last, writing and group discussion help students learn how to help each other while studying. Writing gives those students who have higher learning achievements opportunities to learn how to help other slow learners. Students learn more actively by discussing with their classmates. Besides, students think writing is helpful while studying although writing is difficult to them. They also believe group discussion can make them write better.