The Use of a Student Group Log to Facilitate Student and Teacher Learning

Autor/in	Coenders, Fer
Titel	The Use of a Student Group Log to Facilitate Student and Teacher Learning
Quelle	In: Chemistry Education Research and Practice, 17 (2016) 4, S.962-972 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c6rp00091f
Schlagwörter	Cooperative Learning; Teamwork; Student Journals; Teaching Methods; Chemistry; High School Students; Secondary School Teachers; Use Studies; Educational Practices; Group Dynamics; Interaction Process Analysis; Learning Activities; Foreign Countries; Case Studies; Semi Structured Interviews; Netherlands + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Studentenzeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Benutzerschulung; Bildungspraxis; Gruppendynamik; Prozessanalyse; Lernaktivität; Ausland; Case study; Fallstudie; Case Study; Niederlande
Abstract	In 21st century education students should have ample opportunities to collaborate on authentic problems. Many teachers however find it difficult to make the transfer from teacher to student-centered education. Giving students autonomy can be disquieting to teachers, as they fear to lose control of student learning. Teachers in a teacher development team developed context-based student learning material on the topic "salts." Self-regulating student cooperative groups would work autonomously during a number of weeks using this material. To monitor the "what and how" of these groups, a student group log was developed. In this log all the work the group performed in class had to be noted and during each lesson a number of questions to stimulate interaction and reflection had to be answered. This research describes how students and teachers used and perceived the group log during their cooperative journey when studying the material on "salts." The results show that students were positive, and especially appreciated teachers' quick feedback. The log stimulated student interaction, guided the learning processes, and stimulated student reflection. To provide feedback, teachers needed between 3-5 minutes per log after each period, and stressed that this was well invested time as they could now monitor student progress. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01