标题：Exploring the Potentials of Collaborative Learning Activities of Problem-Based Learning in Teaching and Learning Chemistry in Nigerian Secondary Schools
期刊名称：Indian Journal of Innovations and Developments
印刷版ISSN：2277-5382
电子版ISSN：2277-5390
出版年度：2016
卷号：5
期号：12
页码：1-8
语种：English
出版社：Indian Society for Education and Environment
摘要：Objectives : To explore potentials of collaborative learning of problem-based learning, its effects in promoting higher-order thinking, improved learning and skills development in Nigerian chemistry students. Methods/Statistical analysis : This study adopted a qualitative method with an exploratory design. Two teachers and ten chemistry students (average age of 18) were selected purposefully from one Senior Secondary school (10 grade) in Yola, Nigeria as participants. The students went through four weeks of learning process using problem-based learning module. Data was collected through observations and student focus group interviews after the learning sessions. The data was transcribed, triangulated and analyzed based on content analysis. Findings : The findings revealed that students experienced several collaborative learning activities including: setting their learning goals and worked together in small groups to achieve the common goals, sharing knowledge between them through presentation and teaching one another and assessment of self and peer. Teachers also assess individual students and group achievements, providing students with content knowledge and developing their prior knowledge through facilitation. The learning process generated an average frequency of 35 collaborative activities per hour. This frequency is more than the 24 activities per hour reported by research. These activities therefore generated optimum learning interactions between students and teachers and promote higher-order thinking, improved learning and skills development. However the finding also showed that the 35 collaborative learning activities per hour is less than 69 higher-order collaborative learning activities per hour as reported by research from developed countries. The low activities of the problem-based module learning process may be due to long time practice of traditional lecture methods, students 'low level of maturity and differences in learning environment between developing Nigeria and the developed world. Application/Improvements : The researchers suggested for implementation of collaborative learning approach of problem-based learning in teaching and learning chemistry in Nigerian Secondary Schools to promote higher-order thinking, improved learning and skills development.
其他摘要：Objectives : To explore potentials of collaborative learning of problem-based learning, its effects in promoting higher-order thinking, improved learning and skills development in Nigerian chemistry students. Methods/Statistical analysis : This study adopted a qualitative method with an exploratory design. Two teachers and ten chemistry students (average age of 18) were selected purposefully from one Senior Secondary school (10 grade) in Yola, Nigeria as participants. The students went through four weeks of learning process using problem-based learning module. Data was collected through observations and student focus group interviews after the learning sessions. The data was transcribed, triangulated and analyzed based on content analysis. Findings : The findings revealed that students experienced several collaborative learning activities including: setting their learning goals and worked together in small groups to achieve the common goals, sharing knowledge between them through presentation and teaching one another and assessment of self and peer. Teachers also assess individual students and group achievements, providing students with content knowledge and developing their prior knowledge through facilitation. The learning process generated an average frequency of 35 collaborative activities per hour. This frequency is more than the 24 activities per hour reported by research. These activities therefore generated optimum learning interactions between students and teachers and promote higher-order thinking, improved learning and skills development. However the finding also showed that the 35 collaborative learning activities per hour is less than 69 higher-order collaborative learning activities per hour as reported by research from developed countries. The low activities of the problem-based module learning process may be due to long time practice of traditional lecture methods, students 'low level of maturity and differences in learning environment between developing Nigeria and the developed world. Application/Improvements : The researchers suggested for implementation of collaborative learning approach of problem-based learning in teaching and learning chemistry in Nigerian Secondary Schools to promote higher-order thinking, improved learning and skills development.
