![]() In a sense, I've realized that cooperative learning with its emphasis on group cooperation and investigation can be used as a tool to help teachers teach science in a way that taps into students' natural curiosity to explore their world. I have also been concerned for some time in the relatively mediocre performances of many students in Australia, the USA, and the UK on standardized international tests such as PISA and TIMMS, particularly when I see how consistently successful Finland, Singapore, the Republic of Korea, Chinese Taipei, and Japan have been on these same tests. Parallel to this research has been my interest in science and my concerns that teachers often seem reluctant to teach it in a way that is problem-based where student have opportunities to work together to investigate a topic. Gillies!įirst, can you explain your interest in education and in inquiry-based science, specifically?įor about 20 years I have been researching the effects of cooperative learning on students' learning in science, mathematics, and social science content areas in elementary and secondary schools, and the majority of the findings have indicated that cooperative learning where students work together to investigate a problem or solve a dilemma can be used successfully to promote student engagement, socialization, and learning. Gillies in hopes that she could provide valuable insight for our LASER i3 teachers. Gillies work in education is far reaching she is the author of over 80 journal articles, two books, and nearly 20 book chapters. She has researched inquiry-based science in the classroom and has published her findings in many international journals, including the International Journal of Educational Research, Pedagogies: An International Journal, and Teaching Education. For over 20 years, she has researched the effects of cooperative learning on students' learning in science, mathematics, and social science content areas at the elementary and secondary levels. Gillies is a professor in the School of Education at The University of Queensland, Brisbane, Australia. ![]() Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland. OECD (2016), PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic and Financial Literacy. Kitchen chemistry course for chemistry education students: influences on chemistry teaching and teacher education – a multiple case study. sō̜ngphanhārō̜ihoksip - sō̜ngphanhārō̜ičhetsipkāo. ![]() Ministry of Education, Office of the Education Council. How to Create the School of the Future– Revolutionary thinking and design from Finland. Cook (Ed.) Sustainability, human well-being, and the future of education (pp. Case Study: The Finnish National Curriculum 2016-A Co-created National Education Policy. Advances in Social Science, Education and Humanities Research. Scientific Explanation of Light through Phenomenon-based Learning on Junior High School Student. Brussels, Belgium: Alliance Childhood European Network Foundation. Improving the Quality of Childhood in Europe. The New Educational Curriculum in Finland. Agroecology and Sustainable Food Systems. Phenomenon-based learning in agroecology: A prerequisite for transdisciplinarity and responsible action. Making Sense of SCIENCE: Phenomena-Based Learning. kānrīanrū dōi chai prākottakān pen thān phư̄a kānsāng mummō̜ng bǣp ʻong rūam læ kān khaothưng lōk hǣng khwām čhing khō̜ng phū rīan. Training report : Science Education for Science and Mathematical Gifted Learner The Normal Lyceum of Helsinki, Faculty of Behavioral Sciences in University of Helsinki. New York: Langman.īureau of Academic Affairs and Educational Standards, Office of the Basic Education Commission, Ministry of Education. Taxonomy for Assessing a Revision of Bloom's Taxonomy of Educational Objectives.
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