When Collaborative Learning Meets Nature: Collaborative Learning as a Meaningful Learning Tool in the Ecology Inquiry Based Project

Ronit Rozenszayn, Orit Ben-Zvi Assaraf

Research output: Contribution to journalArticlepeer-review

23 Scopus citations

Abstract

This research suggests utilizing collaborative learning among high school
students for better performance on ecology inquiry-based projects. A case study of nine
12th grade students who participated in collaborative learning sessions in the open field and
in class is examined. The results show that the students concentrated on discussing the
methods of measurement and observation in the open field, rather than the known methods
from class or from the laboratory. Another major part of their discussions concentrated on
knowledge construction. Knowledge construction occurred between students with same or similar learning abilities. The role of the teacher in these discussions was crucial: she had to deal with and dispel misconceptions; and she had to bridge the gap between low-ability and high-ability students, for enabling meaningful learning to occur. The article ends with a number of recommendations for using collaborative learning as a tool for achieving
meaningful learning in high school ecology inquiry-based projects.
Original languageEnglish GB
Pages (from-to)123-146
Number of pages24
JournalResearch in Science Education
Volume41
Issue number1
DOIs
StatePublished - Jan 2011

Keywords

  • Collaborative learning
  • Knowledge construction
  • Outdoor learning
  • Ecology inquiry-based projects

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