Cooperative Learning Strategies for Effective Teaching and Learning Science Courses in Large Classes

View Sample PDF

Author(s): I. A. Ajayi (Federal College of Education, Nigeria) and O. B. Ajayi (University of Agriculture, Nigeria)
Copyright: 2009
Pages: 5
Source title: Encyclopedia of Information Communication Technology
Source Author(s)/Editor(s): Antonio Cartelli (University of Cassino and Southern Lazio, Italy) and Marco Palma (University of Cassino, Italy)
DOI: 10.4018/978-1-59904-845-1.ch017
ISBN13: 9781599048451
ISBN10: 1599048450
EISBN13: 9781599048468

Keywords: Information Resources Management / Information Science Reference / Library and Information Science

Purchase

View Cooperative Learning Strategies for Effective Teaching and Learning Science Courses in Large Classes on the publisher's website for pricing and purchasing information.

Abstract

Cooperative learning involves students working in groups on problems or projects such that it fosters positive interdependence, individual accountability, leadership, decision making, communication, and conflict management skills (Johnson, Smith, & Smith, 1991). Felder and Brent (1983) indicate that cooperative learning also enhances short-term mastery, long-term retention, understanding of course material, critical thinking, and problem solving skills. Recent literature suggests a number of cooperative learning strategies; however, many of these strategies may not be as effective or practical in large classes because of the larger number of students. Teaching a large class itself is challenging. Introducing cooperative learning strategies in large classes is even more challenging. Felder has described some innovative techniques including cooperative learning strategies for effectively teaching large classes. This article describes some other cooperative learning strategies that were used in large classes and provides results of student feedback on those strategies. The second section describes the results of a local survey on large class offerings in science education in some institutions in the western part of Nigeria. The third section describes cooperative learning strategies that were used inside or outside of a classroom. The results and conclusions are given in the fourth and fifth sections, respectively.

The IRMA Community

Research IRM

Cooperative Learning Strategies for Effective Teaching and Learning Science Courses in Large Classes

Purchase

Abstract

Related Content

IRMA Sponsors