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Enabling classroom change by infusing cogen and coteaching in participatory action research
in Asia-Pacific Science EducationSearch for other papers by Tang Wee Teo in
Current site
Google Scholar
Search for other papers by Mohamed Faizal Bin Badron in
Current site
Google Scholar
Search for other papers by Aik-Ling Tan in
Current site
Google Scholar
Participatory action research is an empowering approach to advance research with participants. This paper describes and discusses the process and outcomes in engaging cogenerative dialogue (cogen) and coteaching in participatory action research (PAR) to support science curriculum change in a Singapore lower track classroom. The intervention was introduced after researching in a science teacher’s two lower tracker classrooms for about 18 months and observing that his lessons were teacher-centered and he experienced difficulty engaging the students. Using the empirical findings to inform teaching practice, the researchers engaged the science teacher and two selected students in two cogen sessions to identify issues with the science lessons. The students suggested solutions which were taken up and used to plan and design revised lessons co-taught by the science teacher and one researcher. This paper describes changes to the teacher’s and researcher’s teaching, learning, and research experiences through the lens of cogen and PAR. Transcripts from one cogen session, one cotaught lesson, one teacher interview, and one researcher’s written reflections were analyzed to distil affordances of PAR that led to changes in the classroom practices, views about science teaching and ways to carry out science research. The study illuminates the potentially transformative role of cogen, when coupled with action research, in Singapore and other classrooms.
| Insgesamt | Letzte 365 Tage | In den letzten 30 Tagen | |
|---|---|---|---|
| Aufrufe von Kurzbeschreibungen | 0 | 0 | 0 |
| Gesamttextansichten | 138 | 19 | 5 |
| PDF-Downloads | 168 | 19 | 3 |
Enabling classroom change by infusing cogen and coteaching in participatory action research
in Asia-Pacific Science EducationSearch for other papers by Tang Wee Teo in
Current site
Google Scholar
PubMed
Search for other papers by Mohamed Faizal Bin Badron in
Current site
Google Scholar
PubMed
Search for other papers by Aik-Ling Tan in
Current site
Google Scholar
PubMed
Participatory action research is an empowering approach to advance research with participants. This paper describes and discusses the process and outcomes in engaging cogenerative dialogue (cogen) and coteaching in participatory action research (PAR) to support science curriculum change in a Singapore lower track classroom. The intervention was introduced after researching in a science teacher’s two lower tracker classrooms for about 18 months and observing that his lessons were teacher-centered and he experienced difficulty engaging the students. Using the empirical findings to inform teaching practice, the researchers engaged the science teacher and two selected students in two cogen sessions to identify issues with the science lessons. The students suggested solutions which were taken up and used to plan and design revised lessons co-taught by the science teacher and one researcher. This paper describes changes to the teacher’s and researcher’s teaching, learning, and research experiences through the lens of cogen and PAR. Transcripts from one cogen session, one cotaught lesson, one teacher interview, and one researcher’s written reflections were analyzed to distil affordances of PAR that led to changes in the classroom practices, views about science teaching and ways to carry out science research. The study illuminates the potentially transformative role of cogen, when coupled with action research, in Singapore and other classrooms.
| Insgesamt | Letzte 365 Tage | In den letzten 30 Tagen | |
|---|---|---|---|
| Aufrufe von Kurzbeschreibungen | 0 | 0 | 0 |
| Gesamttextansichten | 138 | 19 | 5 |
| PDF-Downloads | 168 | 19 | 3 |
