Reciprocal Learning between Canadian and Chinese Schools through the 24 Nature Notes Project

Autor/inn/en	Zhou, George; Ho, Sonia Wai-Ying; Li, Yuanrong; Luo, Mingyue; Freedman, Haley; Luo, Jian
Titel	Reciprocal Learning between Canadian and Chinese Schools through the 24 Nature Notes Project
Quelle	In: Journal of Teaching and Learning, 13 (2019) 1, S.7-24 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-1154
Schlagwörter	Teaching Methods; Cooperative Learning; Foreign Countries; International Programs; Cultural Awareness; Student Attitudes; Videoconferencing; Secondary School Students; Science Education; Student Experience; Program Effectiveness; Canada; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Ausland; Cultural identity; Kulturelle Identität; Schülerverhalten; Sekundarschüler; Naturwissenschaftliche Bildung; Studienerfahrung; Kanada
Abstract	The 24 Nature Notes project was part of the China-Canada Reciprocal Learning Program. Two sister schools participated in the project. Following the same set of dates, students from both schools conducted outdoor observations and collected data. Skype meetings were arranged to exchange ideas and share student work. This study aims to understand the impact of the project on Canadian and Chinese teachers and students, what they learned from each other, and what challenges they faced. Data was collected through observation notes, meeting minutes, student work, and interviews with both Chinese and Canadian teachers and students. Data analysis revealed that the project was a positive opportunity for participants from both countries to gain cross-cultural understanding. The Canadian students enjoyed the freedom in topic selection and presentation formats. They particularly liked the life lessons that the Chinese students shared through their work. The Canadian teachers also valued the idea as it allows students to reflect their observations from a different context. The Chinese teachers and students appreciated the Canadian students' creativity. They gained inspiration from Canadian teachers and students and as a return their project work became more creative. (As Provided).
Anmerkungen	Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01