Seminar on Comparative Effect of Co-operative Learning Strategy and Inquiry Based Method in the Learning of Chemistry Among Secondary Schools in Nigeria
CHAPTER ONE
PREAMBLE OF STUDY
The study of Chemistry is an in-depth, insightful look at how we are leveraging our strengths to continue growing into the future. It’s a combine study of major areas of the science for the improvement and upliftment of mankind and the benefit of the worlds around us as we know it today. Chemistry as a course has a revolutionary science curriculum developed many years back, intended for students considering a career in science.
Chemistry, a branch of physical science, is the study of the composition, properties and behavior of matter.
CHAPTER TWO
Role of the teacher and student in Inquiry/Problem Based Learning
Inquiry/Problem Based Learning (I/PBL) requires changes in the teacher’s lesson planning, instruction delivery, classroom setting, and information assessment (Torp & Sage, 1998). In IBL, teaching is facilitating and mentoring, it is based on the fact that student are self-independent learners who can build their own knowledge with the guidance of their tutor. The teachers’ role in IBL is critical; a good facilitator will guide his/her students through the different phases of the IBL process.
The teacher insures the involvement of all the students in the learning process where they exchange information with their peers by externalizing their own thoughts and commenting on each other’s ideas (Torp & Sage, 2002).
In IBL the teacher encourages student to use logical thinking by analyzing the given problem, thus higher order thinking skills are developed. He/she also encourages student to retrieve prior knowledge and discuss it with their group members by asking probing questions. IBL tutor models problem solving skills needed to assess one’s reasoning (Akinoglu & Tandogan, 2006) Unlike conventional strategies where the teacher is the leading figure, Chin and Chia (2004) indicated that in IBL, student assumes a different role than that in the traditional teacher-centered process in which information is presented to them by the teacher.
CHAPTER THREE
Benefits of IBL
IBL is a very useful pedagogical approach, with many valuable effects for the students. First of all, it promotes problem solving skills like cooperating, communicating, and researching skills. IBL’ Students have greater ability then conventional students to retain the knowledge they gain since they are actively engaged in the learning process (Wood, 2003). These IBL characteristics contribute to an increase in student motivation towards learning (Torp & Sage, 2002; Wood, 2003).
Barriers to IBL Implementation
Similar to any educational approach problem based learning has its own limitations. To a greater or lesser extent, overcoming these barriers is possible if appropriate strategies are adopted when IBL is introduced into the curriculum.
Some disadvantages of IBL are:
– It could be difficult for teachers to change their teaching styles (Hmelo-Silver, 2004): Tutors enjoy passing on their own knowledge and understanding so they may find IBL tutoring difficult and frustrating. The lack of training programs, curriculum materials, and rigid scheduling in the high school environment will increase demands on any teacher trying to implement IBL in the classroom. (Edwards-Hammer, 2007)
CHAPTER FOUR
COOPERATIVE LEARNING STRATEGY (CLS) AS AN IMPROVEMENT STRATEGY
Aluko (2004) reported that as an adapted version of cooperative learning strategy, CLS requires students to solve chemistry problems together in small groups (usually 5-6 members per group) and the teacher acting as a facilitator. The groups adopt the Ashmore et. al (1957) model for solving chemistry problems. The Ashmore’s heuristics are as listed below:
- Definition of the problem.
- Selection of appropriate information.
- Combination of separate pieces of information
- Evaluate.
Specifically, the following features are adhered to when using CLS in the classroom situations.
- The class is rearranged to allow for working in a mixed-ability group of 4-6 each.
- Share a clear group goal of solving problems together.
- Work together as a team.
- Make decisions by consensus.
- Each person should be free within his team to ask and answer questions.
CHAPTER FIVE
Conclusion
The study examined the comparative effect of Cooperative Learning Strategy and Inquiry Based Learning method on students’ problem solving and learning abilities in Nigerian secondary schools in chemistry. The study presented cooperative learning strategy (CLS) and Inquiry Based Learning (IBL), their characteristics, features and application to the teaching and learning of chemistry in the classroom. CLS as an innovative technique has been found to be effective in enhancing students’ performance in chemistry. As a result, both IBL and CLS are both therefore recommended for use in the classroom by the teachers in order to induce in learners/students the desired skills necessary for problem solving.
References
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- Theodore L. Brown, H. Eugene Lemay, Bruce Edward Bursten, H. Lemay. Chemistry: The Central Science.
- Prentice Hall; 8 edition (1999). ISBN 0-13-010310-1. Pages 3-4. Chemistry is seen as occupying an intermediate position in a hierarchy of the sciences by “reductive level” between physics and biology. See Carsten Reinhardt. Chemical Sciences in the 20th Century: Bridging Boundaries. Wiley-VCH, http://en.wikipedia.org/wiki/Analysis_of_covariance – cite_note-Howell-1 www.wikipedia.com
