Collaborative Learning in Science: Teachers' Perspectives

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-5 - Science Education Pedagogies 1

Abstract

With an increased emphasis on collaborative learning in science standards, there is a need to understand teachers’ experiences using this pedagogic technique. Understanding the real or perceived barriers to the use of collaborative learning in classrooms, and the resources that teachers have found useful, can guide the development of interventions to support its use. In this paper, we present data from a survey of 62 science teachers about their use of collaborative learning. Results indicate most teachers used collaborative learning; frequency of use correlated significantly with satisfaction of prior experiences. Learning from professional development courses, other teachers and web-resources were important to teachers. Concerns in implementing collaboration related to students’ abilities to collaborate, assessment and uneven participation of students.

Authors

• Saadeddine S. Shehab, University of Illinois at Urbana-Champaign

• Emma M. Mercier, University of Illinois at Urbana - Champaign