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首页> 外文期刊>Research in Science Education >When Collaborative Learning Meets Nature: Collaborative Learning as a Meaningful Learning Tool in the Ecology Inquiry Based Project
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When Collaborative Learning Meets Nature: Collaborative Learning as a Meaningful Learning Tool in the Ecology Inquiry Based Project

机译：当协作学习与自然融为一体时：协作学习作为基于生态探究的项目中的有意义的学习工具

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摘要

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.
机译：这项研究建议利用高中生之间的协作学习在基于生态查询的项目上表现更好。考察了9名12年级学生的案例研究，他们参加了在开放领域和课堂上的协作学习课程。结果表明，学生们专注于讨论在野外进行测量和观察的方法，而不是课堂上或实验室中已知的方法。他们讨论的另一个主要部分集中在知识构建上。具有相同或相似学习能力的学生之间发生了知识建构。老师在这些讨论中的作用至关重要：她必须处理和消除误解；她必须弥合低能力和高能力学生之间的鸿沟，以使有意义的学习发生。本文最后提出了一些建议，这些建议将协作学习用作在基于中学生态查询的项目中实现有意义的学习的工具。

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