Enhancing science learning through the introduction of effective group work in Hong Kong secondary classrooms

Enhancing science learning through the introduction of effective group work in Hong Kong secondary classrooms

• Fung, Dennis The University of Hong Kong
• Hung, Venus University of Cambridge
• Lui, Wai Mei The University of Hong Kong

International Journal of Science & Mathematics Education, 16(7), 1291-1314, 2018

Springer Netherlands

2018

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
• Q Philosophy of Education, Educational System & School At Different Levels
  • QD Secondary Education

Science Education (Secondary) Secondary Education Classroom Learning Centers Group Work in Education Effective Teaching

• Hong Kong

• 1997.7 onwards

• Secondary Education

This study compares the learning results of three groups of secondary two (grade eight) students of a similar academic standard who participated in a teaching intervention involving different pedagogies. One hundred and forty-nine Hong Kong secondary students were chosen and divided into three groups, “whole-class teaching approach”, “group work with no specific strategies” and “group work with effective strategies”, to study the “space travel” unit in their science curriculum. The first group was exposed to traditional whole-class instruction, and the latter two practised collaborative group work, with the third adopting four effective strategies derived from a UK-based quasi-experimental project. Analyses of the pre- and post-diagnostic assessments and audiotaped discussions revealed that group work comprising effective strategies not only raised students’ test scores, but also enhanced their joint construction of conceptual knowledge in science. The findings suggest that the effective strategies adopted in this study are contributory factors to superior student accomplishments and a stronger desire to seek clarification accruing from shared cognitive activities.
[Copyright of International Journal of Science & Mathematics Education is the property of Springer Netherlands. Full article may be available at the publisher's website:
http://dx.doi.org/10.1007/s10763-017-9839-x]

• English

Journal Articles

• 15710068

• 10.1007/s10763-017-9839-x

https://bibliography.lib.eduhk.hk/bibs/be02bac6

2018-12-11