Interaction of scientist-teacher-students in problem-project based learning / Cheong Boon Yau
Inviting scientist into inquiry-based learning has become the puzzles to be addressed in science education. However, finite mechanism on how tripartite interaction between scientist, teacher and students takes place is yet to be explored. This study sheds light on interaction of scientist-teacher-st...
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| Format: | Thesis |
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2021
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| Online Access: | http://studentsrepo.um.edu.my/15204/2/Cheong_Boon_Yau.pdf http://studentsrepo.um.edu.my/15204/1/Cheong_Boon_Yau.pdf http://studentsrepo.um.edu.my/15204/ |
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| Summary: | Inviting scientist into inquiry-based learning has become the puzzles to be addressed in science education. However, finite mechanism on how tripartite interaction between scientist, teacher and students takes place is yet to be explored. This study sheds light on interaction of scientist-teacher-students collaboration in problem-project based learning (STSC-PPbl) in authentic research setting. This basic qualitative-exploratory study employed participant observation protocol triangulated by reflective journals written by students to collect the data of interaction between one scientist, one teacher and four upper secondary school students in this study. The data were analysed qualitatively using Balesian Interaction Process Analysis (IPA) coupled with adapted Transcript Analysis Tool and the structural elements of interaction were analysed using Structural Exchange Pattern (SEP) analysis based on quantification of qualitative codes. SEP analysis showed that students could have direct interaction with scientist. The findings from IPA revealed variety of interaction functions of scientist, teacher, and students from orientation, control, evaluation and independency in neutral task areas; decision, integration and tension management in socioemotional areas during variety modes of interactions. All these interactions reflected the role of scientist as scientific practice expertise, and teacher as education practitioner and facilitator associated with neutral task area functions as “one teaches, one assists and facilitates” co-teaching duo. The findings from socioemotional areas revealed that students showed remarkable intensity of negative tension management functions due to problems faced during experimentation and it can be resolved by tension release and integration functions executed by both scientist and teacher. This study suggests that educators can view and make tension aroused within students as the trigger and driver of science learning facilitation through employing appropriate interactive strategies based on the findings from this study to make such collaboration meaningful and successful, devising interactive strategy implementation for school-industry partnership from science education perspective.
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