Term 3 Week 3 - Transfer of Thermal Energy - Talk-Write strategy and Cooperating Learning Strategy in 3E1 class

Research has shown the positive impact of cooperating learning structure for pupils to construct their own knowledge and build up on their existing prior knowledge.

In the research articule titled 'The Effect of Talk and Writing on Learning Science: An Exploratory Study' by Rivard, Le´onard. P.& Straw, Stanley. B.(2000), there have been significant results from the use of talk-write for their experimental group.

The summary of the results are as shown below:-

o The results show that peer discussion together with analytical writing enhances the retention of science knowledge by students over a period of time, but seems to have minimal effect on immediate learning. Talk-write (TW) group outperformed these groups on all three knowledge measures (simple, integrated and total knowledge).

o Peer discussion may be sufficient for the retention of facts and simple concepts, but to have to be supported by writing for the retention of more complex integrated knowledge.

o Four different mechanisms appeared important during the group discussions: (1) asking questions, (2) hypothesizing, (3) formulating ideas together, and (4) explaining. The role of asking questions or asking for clarification is an important catalyst for moving the discussion along.

During the recent lesson with a class of pupils in 3E1, a similar approach was used in the introduction of the topic of 'Transfer of Thermal Energy'.

This particular group of pupils have learned the three forms of heat transfer (Conduction, Convection and Radiation) in Secondary One. Therefore, this topic should be familiar to many of them.

Therefore, in order to enhance the learning experience and to allow them to learn from each other, the structure of cooperating learning and talk-write strategy was designed in the lesson.

Pupils were asked to form groups of three to four each and to be given a choice of their area of specialisation, of either Conduction, Convection and Radiation.

They were tasked to find out around the topic in their textbook and to assigned roles as shown below:-

1. Definition

2. Concept Explanations

2. Diagram/ Pictorial Explanations

3. Real-life Applications

Then, each group would be given time to discuss and to later on write and draw their discussion outcomes on the whiteboard. The main presentatin was on their verbal presentations and their own explanations on the things that they had written/drawn on the whiteboard.

At the end of their presentation, the other groups were given time to clarify and ask questions pertaining to the terms used and to seek further understanding.