Impact of Collaborative Learning on Student Teachers’ Comprehension and Attitudes Towards Environmental Education Concepts in Chemistry

Golden Kamanga; Overson Shumba

doi:10.18535/ijsrm/v10i1.el02

Abstract

The study explored the impact of of collaborative learning on student teachers’ comprehension and attitudes towards environmental education concepts in Chemistry. The study involved 64 student teachers studying environmental chemistry at Mufulira College of Education in Zambia. The action research adopted a pre-test post-test quasi-experimental design. The students were randomly assigned to the two intervention groups. In both groups students had opportunities to learn pollution, waste management and climate change. In the experimental group they used team based learning while in the comparison group students used think-pair-share learning. Overall, learners’ attitudes towards chemistry were improved from pre-test to post-test in both the experimental group. Results from the achievement test revealed a statistically significant difference (t _{(df, 62)} = 2.030, p = .024 at α = .05) between the mean scores of the experimental group (Mean = 69.75; SD = 13.853) and the comparison group (Mean = 60.67; SD = 14.501) after the experimental Phase. Overall, both forms of collaborative learning incorporating environmental education concepts and issues in Chemistry had a positive impact on learners’ comprehension and attitudes towards chemistry.

Keywords

Achievementattitudesintegratingenvironmental education concepts and issuescollaborative team based learningcollaborative think pair share learning

References

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[refR-2] Brame, C.J. and Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Retrieved 10/12/2020 from http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/.Google Scholar ↗

[refR-3] Denila, R. V. (2010). The Relationship of Motivation to Learn and Attitude Towards Chemistry with the Academic Achievement of High School Chemistry Students. Unpublished Master of Arts in Science Education thesis, Bukidnon State University, Malaybalay City.Google Scholar ↗

[refR-4] Edelson, D. C. (2007). Environmental science for all? Considering environmental science for inclusion in the high school core curriculum. Science Educator, 16(1), 42.Google Scholar ↗

[refR-5] Eilks, I., & Byers, B. (2009). Innovative Methods of Teaching and Learning Chemistry in Higher Education. Journal of Chemical Education,103-122.Google Scholar ↗

[refR-6] Gillies, M. R., & Boyle, M. (2010). “Teachers’ reflections on cooperative learning, issues of implementation,” Teaching and Teacher Education, 264,933–940.Google Scholar ↗

[refR-7] Glomo-Narzoles, D. (2015). “Student team achievement division (STAD), its effect on the academic performance of EFL learners,” American Research Journal of English and Literature,1(4),1–7.Google Scholar ↗

[refR-8] Heller, P., & Hollabaugh, M. (1992) Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics 60, 637-644.Google Scholar ↗

[refR-9] Jones, D. J., & Brickner, D. (1996). Implementation of cooperative learning in a large-enrollment basic mechanics course. American Society for Engineering Education Annual Conference Proceedings.Google Scholar ↗

[refR-10] Johnson, D.W., Johnson, R.T., & Smith, K.A. (2006). Active learning: Cooperation in the university classroom (3rd edition). Edina, MN: Interaction.Google Scholar ↗

[refR-11] Johnson, D.W., Johnson, R.T., & Holubec, E.J. (2008). Cooperation in the classroom (8th edition). Edina, MN: Interaction.Google Scholar ↗

[refR-12] Johnson, D.W., Johnson, R.T., & Smith, K.A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching 25, 85-118.Google Scholar ↗

[refR-13] Johnson, D. W., Johnson, R. T. & Smith, K. (2007). “The state of cooperative learning in post-secondary and professional settings,” Educational Psychology Review,19,15–29.Google Scholar ↗

[refR-14] Johnson, D. W., Johnson, R. T., & Smith K. A. (1991). Active learning: Cooperation in the college classroom. Edina: Interaction Book Company.Google Scholar ↗

[refR-15] Johnson, D. W., & Johnson, F. (2017). Joining together: Group theory and group skills (4th ed.). Englewood Cliffs, NJ: Prentice Hall.Google Scholar ↗

[refR-16] Johnston, K., & Driver, R. G. (1990). Children’s learning in science projects: Interactive teaching in science-workshop for training courses. Leeds: Centre for Studies in Science and Mathematics Education, University of Leeds.Google Scholar ↗

[refR-17] Karen, B. (2008). “Biology and society, a new way to teach tertiary science to non-science students,” Journal of Education,1(2),12.Google Scholar ↗

[refR-18] Kaunang, E. (2014). “The effect of cooperative learning model and belief about science on the biology learning achievement by controlling the initial ability of students experiment study on eighth grade students of public junior high school in Minahasa,” Journal of Education and Practice,5(7),5–8.Google Scholar ↗

[refR-19] Kerns, T. (1996). Should we use cooperative learning in college chemistry? Journal of College Science Teaching, 25, 435-438.Google Scholar ↗

[refR-20] Kogut, L. S. (1997). Using cooperative learning to enhance performance in general chemistry. Journal of Chemical Education, 74, 724.Google Scholar ↗

[refR-21] Kuh, G.D., Kinzie, J., Buckley, J., Bridges, B., & Hayek, J.C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations (ASHE Higher Education Report, No. 32). San Francisco, CA: Jossey-Bass.Google Scholar ↗

[refR-22] Love, A. G., Dietrich, A., Fitzgerald, J., & Gordon, D. (2014). Integrating collaborative learning inside and outside the classroom. Journal on Excellence in College Teaching, 25(3&4), 177-196.Google Scholar ↗

[refR-23] Martins, U., & Fidelia, N. (2009). “Co-operative learning approach and students achievement in sociology,” An International Multi-Disciplinary Journal, vol. 3(3),388–398.Google Scholar ↗

[refR-24] Muraya, D. N., & Kimamo, G. (2011). “Effects of cooperative learning approach on biology mean achievement scores of secondary school students in Machakos District Kenya,” Journal of Educational Research and Reviews, 6(12),726–745.Google Scholar ↗

[refR-25] Pennock, M. T., & Bardwell, L. V. (1994). Approaching Environmental Issues in the Classroom. Workshop Resource Manual. National Consortium for Environmental Education and Training, Dana Building, 430 E. University Ave., Ann Arbor, MI 48109-1115.Google Scholar ↗

[refR-26] Robyn, M., & Adrian, F. (2003). Co-Operative Learning, the Social and Intellectual Outcomes of Learning in Groups, Taylor and Francis e-library, New York, NY, USA, 1st edition.Google Scholar ↗

[refR-27] Smith, M. E., Hinckley, C. C., & Volk, G. L. (1991). Cooperative learning in the undergraduate laboratory. Journal of Chemical Education 68(5), 413-415.Google Scholar ↗

[refR-28] Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 96(1), 21-51.Google Scholar ↗

[refR-29] Wang, S Pei, W., & Cheung, Y. (2007). “An improved competitive and cooperative learning approach for data clustering,” in Proceedings of the International Conference on Computational Intelligence and Security, (15–19), Harbin, Heilongjiang, China.Google Scholar ↗

[refR-30] Webb, N. M., & Mastergeorge, A. (2003). “Promoting effective helping in peer-directed groups,” International Journal of Educational Research, 39(2), 73–97.Google Scholar ↗