A Team-Teaching Model for Practicing Project-Based Learning in High School: Collaboration between Computer and Subject Teachers

Autor/inn/en	Chang, Ling-Chian; Lee, Greg C.
Titel	A Team-Teaching Model for Practicing Project-Based Learning in High School: Collaboration between Computer and Subject Teachers
Quelle	In: Computers & Education, 55 (2010) 3, S.961-969 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.04.007
Schlagwörter	Student Projects; Models; Cooperation; Active Learning; Grade 11; Grade 10; Educational Experiments; Secondary School Teachers; Interdisciplinary Approach; Instructional Effectiveness; Student Attitudes; Student Surveys; Team Teaching; Computer Science Education + Suchen Sie Ihr Suchwort? Schulprojekt; Analogiemodell; Co-operation; Kooperation; Aktives Lernen; School year 11; 11. Schuljahr; Schuljahr 11; Schulversuch; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Unterrichtserfolg; Schülerverhalten; Schülerbefragung; Teamteaching; Computer science lessons; Informatikunterricht
Abstract	Project-based learning (PBL) is a highly effective means of motivating students to learn independently. However, training or encouraging teachers to practice PBL in their classrooms is challenging, especially if the educational system does not accommodate creative teaching practices. In particular, in a test-driven educational system, time constraints and an excess of teaching content makes it difficult to practice PBL at the high school level. This work presents a novel team-teaching model that is based on collaboration between subject teachers and the computer teacher to facilitate PBL in the classroom. A two-year experiment was conducted to study the feasibility of the proposed model, in which the school computer teacher conducts PBL with the 10th grade students in the first year, and subject teachers conduct PBL with the 11th grade students in the second year. Experimental results indicate that the proposed model is feasible in the given educational setting. No class time was lost, and the subject teacher successfully conducted PBL activities. Furthermore, a follow-up survey indicated that the students enjoyed the PBL activities in both classes. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10