Example_producing Thinking Students Through Process

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Producing Thinking Students Through Process Page 1

PRODUCING THINKING STUDENTS THROUGH PROCESS

Dr. Ng Kee Chuan

Sik Ruoh Yih

Abstract

This collaborative action research was a combined effort of a lecturer/teacher educator and

a primary school science teacher to produce thinking students in a science class. 30

students from a year 4 class underwent a combination of strategies for social learning

(cooperative learning), independent learning (project-based learning) and acquisition of

technological literacy and competency in three action research cycles. Triangulation of data

was carried out from multi-sources including reflections, simple questionnaires,

observations, students work, lesson plans and video recordings. Qualitative methods of

data analysis was undertaken to ascertain signs and proofs of progress in thinking abilities

among the sample students. The shift from passive acquiesce to thoughtful learning

happened through a slow process of empowering the students to carry out project-based

learning in cooperative learning teams with opportunities for them to use ICT to acquire,

process, apply and present solutions to real-life problems. Students grew in independence

as teachers intentionally coached them to think and make their own decisions. They also

grew in confidence as they completed their tasks in groups and presented their findings

before a critical audience.

1. Introduction: Will We Change or Fossilise?

The winds of change have arrived! As Malaysia moves into one of its most radical educational

reform transiting from an exam-dominated orientation to one of more process and school-based

orientation, teachers face their most challenging of times. Their adaptability to this change willchallenge them from all fronts, none the least, in their teaching and learning strategy. This

reform will impinge upon teachers at all levels to revamp the way they approach doing

education, formally and informally. But will teachers in Malaysia change and transform their

practices and approaches or will they fossilise into an outmoded relic?

Students CAN think and work independently. The question is will we, as teachers, let

them? All too common, teachers settle for the comfortable position as dispensers of knowledge,

the source of answer for all queries, the determiner of direction of study, and the evaluator of all

tasks. Very little thinking is required of our students as they slip comfortably into their spoon-fed

mode in traditional classes where it is teacher-centered and teacher-dominated.

The introduction of the Kurikulum Standard Sekolah Rendah challenges this traditional

mode and ethos of schools. The elements of creativity and innovation, entrepreneurship and

Information Communication Technology has been promulgated to be taught across the

curriculum so as to produce primary school students who are not only grounded in the 3Rs

(reading. riting and rithmectic,) but also in the fourth R which is reasoning. This means that

students are to become independent learners and movers. Teachers on the other hand must

undergo a paradigm shift to become facilitators who are not the sage on the stage but the


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guide by the side. How do we become that? This action research seeks to answer this

question.

Furthermore, the world of today requires people to be able to think analytically,

synthetically, and be equipped with high evaluative skills through the process of critical and

creative thinking. As such, education needs to make a decisive paradigm shift from producing

exam-smart students to holistically-smart students who can cope in an information-laden andICT-dominated world.

If we assume that teachers do want to change, how can teachers successfully transit

into a new mode of teaching that will correspond to this new process-oriented environment?

1.1 Background of Study: Unknown Frontiers

In anticipation of this nation-wide transition, we the Science lecturers of Teachers Education

Institute, Gaya Campus in collaboration with a primary school in Kota Kinabalu that was

adopted as our Teaching School Project, embarked to pro-actively venture into building a model

to help teachers specifically and schools in general to transit into this process-oriented

education.

Change is never easy. In fact, change is more often than not resisted because it causes

us to move out of our comfort zone and accost new, unknown frontiers. The process is like

salmons swimming upstream always going against the flow of the norm. That is why we need

to find a conduit to allow this path of change to be less painful. Uncomfortable and insecure

feelings are inevitable and unavoidable, but can there be a path which can be taken by schools

to help their teachers to transit without too much unnecessary pain?

1.2 Aims of Research: Think Big, Start Small, Build Deep

The specific aim of this research, development and innovation is to explore ways and produce amodel in which science teachers can produce thinking students through a multi-method

approach. Tishman, Perkins and Jay (1995) wrote that the purpose and aims of teaching

thinking is to prepare students for a future of effective problem solving, thoughtful decision

making, and lifelong learning. They also suggested an enculturation approach that involved

models of the culture, explanation, interaction and feedback.

The general aim is to see how this soft approach of extending this endeavour could be

implemented school-wide and build a culture of thinking in the schools social fabric and ethos.

In the process, it is hoped that several reports will be written in continuity that will highlight the

lessons learnt by a school as we journey collaboratively to afford this change with hopes that it

will prove useful to other schools that will seek to bring about this change.

The approach that we have adopted is: think big, start small, and build deep. In thinking

big, we want to bring positive change to a whole school, building a culture that permeates the

whole ethos so that it is conducive for students to develop independent learning, adopting

thinking creatively and critically, in the process of learning. We seek to build this wave of reform

to reach a critical mass so that the influence to the whole school is driven by momentum that is

increasingly built up.


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In starting small, we will begin with teachers of primary science, so that we can explore

how we can produce thinking students across the levels that will hopefully carry the whole

school along. In this sense, we hope to create success stories that will inspire other teachers,

infuse them with hope and anticipation and imprint upon them an approach of producing

thinking students. For this paper, we will concentrate primarily on one class and document the

lessons learnt as we build an initial template for producing thinking students through process.In building deep, we want to be in this for the long run. The way to build deep is to keep

piling it deeper and deeper into the teachers practice, forming a strong foundation that is solid,

stable and lasting. This foundation will hold up the different floors of approaches, methods,

techniques and practices in line with this process-oriented education. We hope to document this

research study until we reach the first year of implementation of the reformed method of

evaluation by the Ministry of Education. We hope to produce a series of articles and reports that

will be a continuous documentation of lessons learnt as we explore and journey into this

collaborative effort by lecturers and teachers to produce thinking students who will be like fish in

water when the new evaluation system hits the schools in the projected year of 2012. We also

hope to document this transition beyond the year 2012 and use this as a means to push this

world-class and liberalized education within the limitations that are faced in the Malaysian

school system.

In this research, a smart partnership of collaboration was established between a primary

school science teacher and a lecturer who is a teacher trainer in an institute of education.

Paired teaching was often conducted as both entered the science class to begin the process of

enculturation to foster and build independent learners, shifting them from a spoon-fed mindset

to one that is self-feeding.

1.3 The Vehicles for Change: Social Learning, Independent Learning and ICT

Applications

Our multi-method approach involves the amalgamation of the following methods and objectives

as the vehicles adopted to bring about this change:

1. Cooperative Learning and Cooperative Structures that empowers social learning.

2. Project-based or Problem-Based Learning to empower students toward independent

learning.

3. ICT as a learning tool for effective processing and use of information.

4. Action Research to empower reflective teaching amongst teachers.

This amalgamation can be visualized by the following interacting pictorial construct (Diagram

1.1):


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Diagram 1.1 Theoretical Framework of Working Model for

Producing Thinking Students Through Process

1.3.1 Social Learning: Collaborative Education

Social Learning is the cog that gives the initial push that drives the whole process. Albert

Bandura (1997, 2002) suggested the power of observational learning where people learn from

watching other people do, which in turn promotes individualisation where the person observing

forms an idea of how new behaviours can be performed. Kagan (2009) suggests that this social

learning through modeling lends credence to the use of cooperative learning to enhance

learning and thinking. Students get it faster and more efficiently.

1.3.2 Independent Learning: Self-Driven Education

In concomitant with this, the project-based learning (PBL) approach or problem-based learning

approach provides a good overall framework to plan units and lessons practically to empower

social learning and provide opportunities for independent learning that promotes thinking. PBL is

defined by Barrell (2007) as a process of inquiry that resolves questions, doubts and

uncertainties about complex phenomena in life. The features of PBL provide ample

opportunities to learn the heuristics of problem solving and thus inculcate independent learning.So, in this working model, the dynamics of implementing PBL will thus be driven by social

learning where the application of cooperative learning structures as espoused by Spencer

Kagan will be applied in concomitant with multiple intelligence strategies.

In the process of doing PBL, students will be encouraged to use technology to help them

in the finding and processing of information and consequently use and present processed

information in enhanced forms. Peter and Wheeler (2008) suggest that working and learning

Social Learning

Cooperative Learning &

Cooperative Structures

Independent

Learning

Information Communication

Technology

Technological

Literacy &Competency

Project-Based

Learning


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together with ICT yields good dividends when used in the environment of collaborative learning,

construction of knowledge, creative thinking and the use of mind tools and social networks.

1.3.3 Technological Literacy and Competency: Borderless Education

This approach to using Information Communication Technology (ICT) is in the mold ofemancipatory style where computer tools are used to help accomplish objectives or reduce the

students workload by making routine task easier or more convenient. Herbenstreit (1982) has

suggested that there are two main approaches to IT in education - the technical and the

pragmatic. The technical approach advocates the importance of learning about computers via

subjects like informatics that emphasises the need for teaching programming while the

pragmatic approach emphasises the importance of learning with computers via the applications

into subjects like science, mathematics, geography and others (Pelgrum and Schipper 1993).

We are more interested in the latter.

The basic purpose of the emancipatory software is to help students accomplish

objectives and use the computer as a labour saving device (Sewell 1990:41). In this role, the

computer performs tasks that students or teachers would normally do themselves, but it

performs these tasks more conveniently and efficiently. Thus, it frees the student to focus on the

concepts, principles, skills or interpretation of data that are really the focus of instruction

(Woerner et al. 1991:37).

Table 1.1 gives us a summary of how ICT helps in the teaching and learning (adapted

from Frost 1994:8-9).

Table 1.1 ICT Applications in Emancipatory Style

FUNCTIONS APPLICATIONS HOW INFORMATION TECHNOLOGYHELPS

To handle information

and analyse data

Database Organise, store and analyse experimentalresults.

Spreadsheet Organise, store and analyse records keptin a table.

To communicate Word processor Prepare experimental plans, reports,letters, instruction sheets andquestionnaires.

Desk top publishing Assemble drawings, diagrams, photosand words on a page.

To measure changes andcontrol devices

Data logging Measure change. Control a device thatreacts to temperature or light levels.Control a device that can workautomatically.

Peter and Wheeler (2008) promote the use of ICT to extend classroom boundaries to

support the distribution of learning activities across home and school. With the incredibly wide


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expense of the internet and its applications like emails, social networking, blogging and

webpages, teaching and learning can be pragmatically borderless.

These three cogs of social learning, independent learning and ICT literacy and

competency that turn in synchronized connection are the tools to help produce thinking

students.

1.3.4 The Teacher Factor

The all important factor in all this is of course the teacher. The teacher in the classroom is the

one who creates the environment that is conducive for social learning to drive independent

learning and the usage of emancipatory style of ICT. The teacher is the one who drives this

along in the initial stages, prods it on in the developmental stages and reinforces it in the

concluding stages. In fact, the teacher plays three roles that could be liken to the role of social

engineer, CEO and technical supervisor.

As the social engineer in the classroom, the teacher plays the role of manager of social

entities. He or she sets up the teams, teaches actively the social skills that are needed tofunction successfully as a team, apportions specific roles that ensures the full participation of

every member in the team, and gives thinking-enhanced tasks to kick start the whole process of

learning.

As a CEO, the teacher plans the project-based scenarios that contain the embedded

driving question to provide the meaningful and relevant situations that require the students to

play real-life roles. In this way, he keeps the vision of thoughtful learning always in fore of the

process.

As a technical supervisor and consultant, the teacher provides ample opportunities

for students to use ICT in the process of learning while providing the necessary scaffolding andsupport needed.

Thus, it cannot be denied that the success or failure of producing thinking students is

very much dependent on the teacher factor. For success to be tasted in this endeavour, the

teacher needs to fully own the whole process and consistently push the cogs in the teaching

and learning experience of the students.

1.3.5 The Research Questions

i Will the combination of social learning, independent learning and technological

literacy & competency produce thinking students through process?ii How can Project-based Learning as the method for independent learning be carried

out?

iii What is the influence of cooperative learning in the approach?

iv Are the students able to use ICT in the process of learning?


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2. Methodology

2.1 Sample

The sample is a convenient sample taken from a year 4 class of students in a school in Kota

Kinabalu, Sabah. There are 30 students (14 boys and 16 girls) in the class taught by a Chinese

science teacher. The students were from the same age, that is, 10 years old and came from

different ethnic background (15 Malays, 9 local tribal, 2 Indians, 2 Sino, 1 Chinese, 1 Punjabi).

The abilities of these students vary although they have been streamed and this class is the

deemed the best class in the year four level. A number are quite competent in English and can

speak fluently. Apparently these students come from quite well to do families who use English

as their main language for communication. Others struggle in their usage of English.

2.2 Procedure

The science teacher is a full partner in the collaborative action research and the lecturer was

given access to the class to enter to teach alongside her. This partnership was an amicable and

open partnership. It was also a pro-active action research as the researchers sought to try outthe different strategies that could lead to the building of thinking students through process.

Input was given by the lecturers from the teacher education institute with regards to

approaches and methods in producing thinking students. It was important that the teachers and

lecturers were essentially on the same page with regards to the approaches and methods.

Discussions were carried out to plan the lessons together. Lecturers and teachers then

carried out the lessons and activities together in paired teaching. After each class, reflections

were written as all researchers gave feedback as to what they observed and learnt. Video

recording and photos were taken to have visual documentation to revisit as the occasion

required.

The first cycle of this collaborative action research involved the direct implementation of

a Project-Based Learning (PBL) task (My Schools Badminton court) , cooperative learning roles

and signals, the use of ICT-internet applications and virtual learning environment in the form of

CLAROLINE webpage by both teachers and students.

The second cycle continued the utilization of the strategies implemented in the first cycle

for continued familiarization and extended it further with the implementation of cooperative

learning structures, development of scientific thinking through hands-on and minds-on activities

in the form of experiments and investigations. They also carried out a second PBL task (My

Dream House) independently as a team.

The third cycle expanded even further the independent nature of study amongst the

students by getting them to summarise a big topic into a concept map using the IHMC

ConceptMapping software and present it in PowerPoint slides. They worked together

cooperatively and demonstrated their understanding by presenting their summarized findings.


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Diagram 2.1 The Action Research Cycles Visualised with Actions Taken

2.3 Instruments

Instruments for collecting and processing data in this research included video

recordings, simple surveys in the form of questionnaires to obtain students opinions,

observations, interactions with students, researchers reflection, lesson planning, students work

(hardcopy and softcopy), triangulation of observers including administrators, teachers and

lecturers (as practitioners).

2.4 Method of Analysis

Mostly qualitative analysis of data was employed to discover patterns and determine significant

developments amongst the students and teachers who were directly involved in this

collaborative action research.

3. Research Findings and Discussion

First Cycle

Second Cycle

Independent

Learning: PBL1

Social Learning:

CooperativeRoles & Signals

Using ICT:

Internet &

PowerPoint

Social Learning:

Cooperative Structures1

Independent Learning:

PBL2

Science Investigations

Social Learning: Cooperative

Structures2

Using ICT: IHMC ConceptMap

and PowerPoint slides to

summarise.

Third Cycle


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The Action Research Cycle: The Journey with 4 Berlian

3.1 The First Cycle: Kick-Start the Process

The process began with sessions held with lecturers of the institute and teachers of the school

meeting to work out a general direction. Some input was given by the head lecturer with regards

to topics on cooperative learning and project-based learning. It was important to try and geteveryone on the same page with regards to the strategies that would inculcate social learning

and independent learning. They met together for four times to map out the approach to be used

before implementation.

It was of great encouragement to the head lecturer when three of the science teachers,

including the head of the school who was also teaching a science class, started to apply some

of the suggestions like cooperative learning just after the second session. He wrote this

reflection after conducting the third session:

Today I completed the input on cooperative learning. I started off the session with the

teachers by asking them what stood out for them in the past session. I was pleasantly

surprised when three teachers shared that they were starting to implement CL in their

classThe best indication of interest is when the teachers shows initiative and carry out

things on the own accord. Today, they showed this even though I had not asked them to

start carrying it out in their own classes. This really pleased me and pleasantly surprised

me. I felt really encouraged. (NKC/Journal_20-4-2010)

This indicated the positive attitude of these three teachers and their willingness to try

something new and different. This voluntary take-off was significant as this paved the way for

the teachers to own the process.

One of the early lessons was the resistance to change amongst the students. The

partner researcher-teacher shared about her initial observations.

I introduced cooperative learning by dividing the class into groups and ask them todiscuss in group. Pupils are very quiet, no discussion is going on just every one is

preparing their own notes. Pupils are not used to discuss in groups. They are more tofind out the answer from book and written down notes from book. No cooperation fromeach group. (SRY/Journal_April 2010)

Nevertheless, after introducing roles for each member of the cooperative learning group to

function, she began to see a noticeable change in her students:

The second lesson, I try to introduce roles in each group. Pupils started to play their

roles and they start to share something in groups. After introduced the roles, pupils are

able to start playing their roles and they start to share in group. Discussion is going on

more effectively.(SRY/Journal_April 2010)


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The lesson learnt here is that to bring about initial change from traditional mode to cooperative

mode, the students have to taught intentionally and explicitly how to function in group work

context. Apart from that, time is needed to be given for students to transit into new roles in

social learning context.

3.2 The Scenario Unfurled: Monkey See, Monkey Do

[Note:From this point onward, this report will document what happened in the head lecturers

and 4 Berlian class science teachers collaborative efforts in implementing the process..]

The Project-Based Learning (PBL) was carried out by formulating a scenario that related

to the world of the students. At the start of this project, the year 4 syllabus was just about to

move into the unit entitled Measurements. The following scenario and driving question was

decided upon:

Scenario:

Your school intends to bid to be the center for a badminton tournament at state level.

The condition to be selected is that the badminton courts in your school must be of the

correct size and measurement. As part of the committee for making this bid, you are

given the task to check and ensure that this condition is met.

The Driving Question:

Are the measurements of your school badminton court accurate and drawn according to

the required size?

The students were supposed to role-play as committee members who worked togetherto solve the problem. They were to function as a committee that was entrusted with the task of

checking and verifying whether the badminton court in the school was suitable for use as a

center for the proposed badminton tournament.

The head lecturer conducted the session of giving the scenario and the task to the

children. The scenario was unfurled to the students on his first visit to the class. It was carried

out at the tail-end of the last ten minutes of the class. One student was asked to read the

scenario and they were told to identify which words they did not understand or had problems

with. Three words were identified by the students: committee, bid, and ensure. The last few

minutes of the class was used to try and explain the words.

On the next lesson, we used the KWL chart where the students were asked to fill up only

the first two sections, that is:

K What I know.

W What I want to know.


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The last part of L, What I learnt, was to be left until the unit was completed. When the

scenario was first presented by the head lecturer, he was eager that the students understood

what to do. So, he gave one or two examples for each section. On hindsight, this was a mistake

because as a result every group wrote similar things into the two sections. There were no new

ideas produced by any of the groups. He reflected:

Obviously, they are not used to thinking on their own. They are more used to writing

what they are told. I was a bit disappointed but that is the challenge we have to face in

producing thinking students. If they can already think on their own, then there is no need

to attempt to produce thinking students.(NKC/Journal_27-4-2010)

It was clear that the students were so used to copying that it was unnatural for them to

think independently on their own. We realized that we were standing at the foot of the steep

climb up the mountain of independent learning. It was not going to be an easy task to break this

mold among the students who through the three years of formal education had been ingrained

to be spoon-fed who then regurgitated what was fed to them. It was a case of monkey see,

monkey do! Creative and critical thinking was not natural for them.

A better way to present the scenario would be just let the students come up with the

facts themselves. It might be more time consuming and the students will probably struggle

more, but that would have been a better start to spark off independent learning. So, teachers

will do well to intentionally not provide too much direct help in the beginning, but guide them.

The fellow teacher-researcher also learnt the same thing as she reflected:

From the very beginning, pupils need 100% guidance from teacher. Every task given

they will ask what to do, how to do. After we try not to give any help to them then from

that they try to find out everything by themselves and they started to work in group todiscuss what they are going to do and how they are going to do. A big change from them.

Although pupils can learn from without guidance but it take a longer time and pupils

seem to be a bit blur. So, introduction in new learning skills is very importance to them.

So that they know what is going on and they know the way when activities are carried

out. (SRY/Journal_18-5-10)

3.3 The First Activity: About Coaches and Apprentice

This lack of independent thinking was exhibited again in the first activity after the scenario was

unfurled. Students were asked to use the parts of their body to measure the length and width of

the badminton court in school. Most of the groups used their foot to measure it. The followingresults were collated from them:

Table 3.1 Table of Students Findings

Group Length Width

A 23 16

B 29 60

C 54 24


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Group Length Width

D 25 23E 52 52

F 25 24G 28 22

The researcher then asked the students a few questions to try and draw conclusions fromthem, such as:

Whose results were right and accurate?

Looking at the results, which is longer, the width or the length?

The results were rather revealing as recollected by the researcher:

I was a bit surprised that the students looked at me blankly. They could not make inferencesbased on the simple results. They could say that the length was longer than thebreadth/width but could not explain why they thought so. Some of the surprising resultswere:

The length because it is longer.

Because length is starting with L.

Their answers showed that they could not think logically nor process the data. After

prodding further, one student finally came up with the answer that there is more foot.

(NKC/Journal_27/4/2010)

The students could not interpret data, look for patterns and make inferences. Bearing in

mind that this was the best class in year 4 of the school, this was rather disturbing. This meant

that the researchers had to develop the students scientific skills as they engaged in thinking

during their doing of science. Sometimes such easy tasks which we take for granted is not anorm for children. Obviously, the researchers had to continually give opportunities for the

students to think.

Thus, thinking does not happen naturally. In a way, teachers need to function as coaches in

this endeavour to produce thinking students through process and students become their

apprentice. This is in line with the power of mediation and intervention as espoused by Lev

Semenovich Vygotsky. In his concept of the Zone of Proximal Development, he suggested that

in that zone the students are not able to learn on their own but with the help of the teachers

intervention as their skilled partner, they will be able to grasp the needed learning

(Schunk,2008; Cook & Cook, 2005; Eggen & Kauchak,2001). This we will do during the secondcycle of this action research.

3.4 Cyberspace: Surfing With the Students

Just out of curiosity, a simple survey was conducted among the students in the class one day in

the class by asking them to put up their hands in response to questions related to their use of

ICT.


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With regards to the use of ICT applications, the following results were obtained:

Table 3.2 Table of Samples ICT Usage

ICT Usage No. of students

E-mail 22

Facebook 19Twitter 1

MSN 9Own Blog 5

Own Computer 12

Shared computer 17

Know how to useSearch Engine e.g.Google

29

I own a pen drive tostore files

10

With regards to the frequency of use of computers, the following results were obtained:

Table 3.3 Table of Hours of Use of ICT in a Week

No. of Hours No. of Students

0-2 163-4 5

4-5 36-7 2

8-9 0

More than 10 hours 3

From this simple survey, it could be surmised that the majority of students were

computer literate to a certain extent and that they were already users of the internet

applications.

Most of them already had email addresses (76%) and a high percentage of them were

already Facebook users (66%). It was obvious that the students were very faithful users of

Facebook judging that several students asked if they could open up their Facebook accounts

while in the computer laboratory. Almost all of them also knew how to use Search Engines to

search for information and materials on the internet.

Slightly less than half of them (41.4%) also had their very own computer but all of them

had access to a computer at home. Most of them were frequent users of the computer and also

the internet as can be seen that all of them got on the computer every week. I was really

surprised when 3 of them said that they used their computer for more than 10 hours.


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Based on all these simple statistics, it could be surmised that these children were

practical users of ICT. In other words, they were familiar with the world of cyberspace.

Therefore, it was logical to attempt to relate with them using a simple Virtual Learning

Environment (VLE). The CLAROLINE VLE was selected to be used because the head lecturer

had used this with his teacher trainees in a previous research (Ng, 2008) and the fact that it was

very easy to set up almost zero knowledge of setting up a webpage was needed. All that onehad to do was get accepted by the website managers and once the approval was obtained, one

need only register the course and fill in some necessary details about the course. Thus, the

website was set up and the students were registered to be users of the webpage that could only

be accessed by them using their own password.

The students did not disappoint in their ability to use ICT. In fact, the teacher-researcher

was herself surprised with her own students ability which she did not anticipate. She reflected:

I can see pupils effort in doing the report. They show their talent in making a power point.

They are able to put in animation as well as they are able to put in music. They even

able to search for information using internet. From here I know the pupils can learn more

than what they can learn in the classroom. (SRY/Journal_6-5-2010)

3.5 Signs of Independent Learning: Metamorphosis and Sprouting Wings

The lows and highs of independent learning were experienced in the same week. After students

were given more than one week to look for the actual measurements of a badminton court, the

head lecturer asked them whether they had found it. It was disappointing when none of the

groups had made any effort to do so. He reflected:

I learnt that just by releasing them to become independent learners is not the answer.We still have to prod them on in the initial stages. We have to break the mold and

mindset that is in the minds of the students that they wait for instructions only.

(NKC/Journal_4-5-10)

Nevertheless, two days later, the situation took a drastic change for the better. The same

head lecturer reflected:

Today we took the students to the computer lab. I was expecting that the students will

not have anything. But most of the groups really surprised me. They had their

PowerPoint slides ready. This showed that they were able to work independently as they

searched for their own information and prepared theirpresentation This was a really

good day. I feel that good progress was made and that the students were beginning to

own their work as a group. In half an hour, I could see that most groups were surging

ahead. They were mostly involved and interested. (NKC/Journal_6-5-10)

This contrasting situation was like the metamorphosis of a pupa to a butterfly. The

students were beginning to sprout wings and fly independently. What caused the


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transformation? I believe that it was the pep talk that happened right after they revealed that

they had not found out the actual measurements of a standard badminton court.

The head lecturer proceeded to ask the students a few leading questions:

How can you decide if the badminton court in the school is correct if you do not know the

actual measurements of a badminton court? Where can you find information about the measurements of the badminton court?

Their answers ranged from the internet (the first answer), books in the library and actual

badminton courts (e.g. Likas Stadium). (NKC/Journal_4-5-10)

With a little more prodding to get ready and use PowerPoint slides, the students

received the necessary encouragement to surge ahead. The head lecturer reflected:

I learnt that just by releasing them to become independent learners is not the answer.

We still have to prod them on in the initial stages. We have to break the mold and

mindset that is in the minds of the students that they wait for instructions onlyI think

what we have to do is to give the students general directions that require them to do

independent research. The steps will still have to be given in this initial stage.

(NKC/Journal_4-5-10)

On D-Day when they presented their findings, it became apparent that they were able to look

for information but they were poor in solving problems. All the groups could not give a

conclusive or convincing presentation of whether the badminton court in school met the

specifications of a standard badminton court. The Head Lecturer reflected:

Although the students did well in preparing their slides and finding extra information, yet

the disappointing thing which was also expressed by the judges (Madam Florence, Dr.Shahrir) and Mdm Sik was that they did not answer the problem. Its like reading anexciting mystery story to the end of the book except to find that the last few pages weremissing!! It was kind of frustrating.

I learnt that children have to be taught explicitly the heuristics of problem solvingespecially when they have not been doing it. But I believe that they realized it after allthe evaluators pointed it out to them. It was a good and fruitful learning experience forthem. (NKC/Journal_)

Their first attempt at PBL by the students was a mixed bag of success and shortcoming. Signs

of independent learning were beginning to be demonstrated. One of the invited lecturers as

judge for their presentation was clearly pleasantly surprised by the ability of the students. Shewrote about her own learning and journey:

At the beginning when Dr Ng was so enthusiastic about implementing CL and PBL in

year 4 , I was very skeptical and felt it will not be appropriate. When he asked me to

accompany him to SK M_______ for the studentspresentation of their Project I just


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followed him not wanting to let him down. I was thinking it is going to be a waste of time

for me and the poor students.

However , when the first group presented I was amazed at their work. For a year four

student the amount of information they acquired from the internet was fantastic.

Knowing my boss I know he would not have told them anything as to what format and

what content they were supposed to present. He believes in discovery. Thus whatever

they presented must be due to their own creativity and understanding of the question

given to them.

The outcome was the students were able to work independently and at the same time

work together in a group to produce work of admirable quality for a beginner. What I

discovered for myself was that giving students freedom does bring about positive

outcomes. (NKP/Reflection_18-5-2010)

This initially skeptical lecturer frankly shared about her own paradigm shift with regards to

trusting the students to produce quality work on their own. The importance of independent

learning and discovery on their own became her main learning and observation as she

summarized her reflection:

Now I believe when my boss says, Dont tell them anything - Let them explore!

(NKP/Reflection_18-5-2010)

It was clear that the students needed to learn the art and science of problem solving. They were

relatively good at their ICT skills but critical thinking was a weak area. The assumption that

students could solve problems naturally was a misconception.

The main lesson at the end of the first cycle of the action research was that the students neededto be guided in planning the steps of problem solving clearly in the initial stages and then guided

clearly to make a clear conclusion. They need to be taught and learn it explicitly.

3.6 The Second Cycle: PBL 2 Our Dream House

At the outset of the second cycle, we gave them a second project-based learning assignment.

The scenario was stated this way:

A developer is coming to your school. They want to build a new housing area called

Dream World for kids. They want to gather the design from kids. So, a competition in

designing and building a model house is held in your school. Your group is willing to take

part. What kind of design and how big a house your group will submit for the

competition?

This scenario was designed in line with the topics on measurement regarding area and volume.

When the scenario was given, it was decidedly more student-empowered. They could soar as

they worked independently to think creatively. They managed to fill up the What I Know and

What I Want to Know template on their own using their own ideas.


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Table 3.4 gives some of the groups sample brainstorming products:

Team A Team B Team CWhat do

I Know

We are going to build

a dream house that isheld in our school.

We need to design avery unusual house.

We need to do a very-very big house andcan fly to space.

A developer is coming

to our school. Theywant to build newhousing area calledDream World forkids.

There was acompetition fordesigning and buildinga model house in ourschool.

Our group is willing totake part in the

competition.

We need to create a

dream house. We are taking part in

the competition.

A developer is comingto our school to seewhatve we designed.

We are designing ahouse for the housingarea Dream World.

What Iwant toKnow

Can we build thehouse on anaeroplane?

What type of fuel is notdangerous to put on arocket house? Howare we going to do ineco-friendly? How arewe going to do in eco-friendly?

How are we going to

do a house on a planeand go to space?

Kind of design andhow big a house willour group submit forthe competition.

The area of thehousing area.

The shape of ourhouse.

The area of our house.

The volume of ourhouse.

How manyrooms/parts are therein our house.

Table 3.4Three teams results of brainstorming


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Picture 3.1 Pictures of Sample of Students Brainstorming Work

There were good evidence of progress made in independent learning and freedom to be critical

and creative This was markedly different compared to the first PBL brainstorming session where

they produced similar ideas and wordings as given by the example of the head lecturer. This

time the students had their own ideas stated in their own words that differed from other groups.

The head lecturers reflections revealed this realization:

I then unfolded the scenario. This time I had learnt from the previous experience. I didnot provide any sample answers to the questions, What do I Know? and What do IWant to know?I need not have worried. They got down to it without much problems,like fish in water. This was such a contrast to the first time. They could workindependently and cooperatively. They soon filled up the page with their own thoughtsand ideas. One group even wanted to build a house on anaeroplane.(NKC/Reflection_4/6/2010)

The students had learnt from their previous experience and knew how to fly on their own.

Furthermore, they were also beginning to realize the importance of working together as a team.

A rather amusing scenario was remembered by the head lecturer:

They were also beginning to understand their different roles. One group which had twoboys and two girls on this day, called me to their table. The girls than complained to methat the boys had written in their ideas without consulting them! That was a goodindication that they understood the principle of cooperative thinking.(NKC/Reflection_4/6/2010)


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A class brainstorming session using the Cooperative Learning structure called Stand-N-Share

yielded a rich set of ideas and opinions that gave a fuller picture of the task ahead for everyone:

During this second cycle and second PBL, the students were mostly left on their own to

complete their task. Their presentation was carried out in a similar fashion as the first. This time

there was a marked improvement in their PowerPoint slides and in their presentations. One of

the lecturers who was acting as a judge and who also witnessed their first presentation wrote

this reflection:

The students presented their dream house in their respective groups. Their PowerPointslides were good. Some groups were able to download pictures into their slides.

Compared to the previous presentation on the badminton court this PowerPoint

presentation was very well planned and done creatively.

Command of English has also improved. Most of them have become confident in their

presentation. The group members were prepared to answer questions imposed by their

fellow friends from other groups. Questioning techniques among students were good.

(NKP/Reflection_20/8/2010)

After the first presentation, the Head Lecturer who was managing the session forgot to open up

for questions. He was promptly reminded by one of the students and after that a robust and very

lively question and answer time ensued after every presentation. This showed that thoughtful

learning was happening during the session. It had become an accepted norm.

The groups also managed to produce 3-D models of their dream house along with their floor

plans. It was a very satisfying and fulfilling session that capped the PBL endeavour for the year.

Picture 3.2 - The Ray Diagram

drawn by the head lecturer as the

Class contributed their ideas on

the task ahead for them.


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PBL had become a favorite with the students. The researchers were taken by surprise when it

was announced at the presentation that this would the last PBL for the year. There was an

expression of disappointment. One student made this astute comment: At least there is

something fun to do after working so hard in the exams. (NKC/Reflection_27/8/2010). It is

highly probable that the source of this was that the students were bored with routine school

work. Thus, when they had an opportunity to do something different and challenging as given inthe PBL, they found it stimulating and attractive.

3.7 CSI Investigation

The other method that we introduced during this second cycle was to carry out a scientific

investigation which was introduced as a CSI Investigation. The students gave an enthusiastic

response to the popular series on TV. At the same time, different cooperative learning

structures were introduced slowly in stages, one by one.

Scientific investigations involved the three phases of planning, doing and concluding. For the

experience to be truly investigative, the students needed to be given room and opportunities to

think independently on their own and cooperatively as a team. We choose to do an investigation

on the factors that could affect how fast a pendulum swings. For this purpose, we allowed the

students to brainstorm what they thought could affect the rate of swing of the pendulum and

write out a hypothesis that expressed their thought.

Group What to change(Manipulated Variable)

Hypothesis

A Length of string If the length of the string is longer than thependulum will swing slower.

B How high we release thebob

If the higher we release the bob then it willswing faster

C The thickness of the string If the string is more thinner then thependulum bob will swing faster.

D The number of bobs If the number of bob is more, then themore time taken for the pendulum swing.

E The number of bobs If the number of bobs increase then thependulum swing slower

F The weight of the bob If we used a heavier bob then it will gofaster.

G The size of the pendulum If the size of the pendulum bob is smallerthen the pendulum will swing faster.

Table 3.5 The Students Choice of Manipulative Variables to be Tested and Their

Corresponding Hypothesis

As could be seen, there was a good variety which again evinced that independent thinking and

learning had been instilled amongst the students. Nevertheless, the variety of variables to be

tested proved to be quite a challenge to execute. No doubt it would be much easier if the recipe


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method was used whereby every group followed a set of instructions given by the teacher but

that would not be in the spirit of an investigation. Set instructions curtail thinking and are static in

its process.

The head lecturer who conducted this session reflected:

Allowing them to grapple with the intricacies of doing science allows them to experiencea more authentic atmosphere of investigation. Even though it was definitely more messyand chaotic, nevertheless the learning that the students experienced was well worth theeffort. These are steps towards independent learning. Solving problems on their own,making decisions, working together while resolving conflicts, coming to a consensus asa team and learning from mistakes made are all part of the process of learning.

It looks messy like natural fertilizer on the ground but it is rich soil for learning. I learntthat I have to be satisfied with every small step that the students make. Like babieslearning to walk they bump and fall all over the place, but in the end they will learn.(NKC/Reflection_30/7/2010)

Messy but fertile is what true investigations is like in the process of learning. The students

struggled with simple manipulative skills like tying a pendulum to the retort stand and getting the

pendulum to swing without hitting the stand of the retort stand. They also struggled to interpret

the results of their test based on the results they obtained and coming to a general conclusion.

Nevertheless, these were indispensable part of the thinking and learning process that were

pathways towards independent learning.

3.8 Cooperative Learning Structures

Working in teams either in class or as they carried out their PBL turned out to be a more popular

way of learning for the students. Most of the students who responded in the questionnaire saidthey preferred to work in a group rather than alone. The reasons some of them gave were:

1. It was more fun:

It is more fun and can give me more idea. (S16)

Because its fun.(S15)

Because it will and is more fun than classes without projects.(S13)

2. It was beneficial to work in a team

Because if I work as a team, I will understand a little bit.(S20)

Because if I work as a team, I will understand(S19,S20)

I learn that I cannot work without my friends.(S7)

Because working in group is good.(S1, S4, S14, S20)

3. It stimulated them to think.

It helps us to think.(S18)

It is because it will give us more idea(S12)

I learn to be more creative and to think carefully before I do anything.(S5)


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I learn to exercise my creativity. (S2)

I learn how to decide correctly. (S17)

The students were thus aware of the benefits of working within a social network. Social learning

was mutually beneficial to the members and had the added value of being fun. The fun factor

cannot be underestimated in the context of learning.

3.9 The Third Cycle: Independence Achieved

During the third cycle of this action research, we added the element of concept mapping using

the freeware IHMC ConceptMap)and furthered the use of ICT. The teacher gave them a group

task of researching, collaborating, and producing PowerPoint presentations of Properties of

Materials. On the day that they presented, the students demonstrated advancement in

independent learning in two ways.

First, they produced slides that were creative. The quality was so much better as they took heed

of feedback that was given during the PBL presentation in the first cycle. Now the slides were

less wordy, with more attractive and relevant pictures and even included electronically drawn

concept maps.

Secondly, they were not passive listeners but immediately responded with questions and

critiques right after the presentations. The Lead Lecturer reflected:

But the most astounding thing to witness was after each presentation, the students who

were the audience immediately responded with their questions without any prompting from

the teachers. A good session of discourse happened and they asked very relevant

questions to the presenters like: How come you say glass can conduct heat. The group

responded by pointing out to the experiment they had just carried out by boiling water in a

test tube proving to them that glass do conduct heat. Later on I had to clarify that glass andmany non-metals DO conduct heat but were poor conductors of

heat.(NKC/Reflection_20/8/2010)

As we have noted, this highly interactive question and answer discourse was a clear mark of

thoughtful learning.

4. Concluding Remarks

This paper documented the journey undertaken by a teacher educator in a smart partnership

with a practicing teacher in a primary school as they sought to produce thinking students who

could work more independently during the process of learning science. Some of the lessonslearnt during the course of this action research and the use of problem-based learning and

cooperative learning were significant for the researchers.

Coaching students who were used to teacher-dominated classes required intentional and

persistent effort to break that mold of passivity and leech-like dependency on teachers. To

produce thinking students, very careful methods that avoided giving too much information and

facts to their apprentice had to be practiced. Even the giving of examples could lead the


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students to go into their automatic mode of just following unthinkingly with no original critical or

creative thoughts attempted. Thus, the teacher as coach had to practice restrain and hold back

patiently while allowing the apprentice to struggle to the surface with their pearls of original

ideas. This did not come easily but when the students realized that help was not forthcoming

from the teacher, they were more inclined to think on their own. Project-based learning provided

the students with many such opportunities as a myriad of decisions confronted them in thecourse of carrying out their task of solving the real-life problem.

The students did not disappoint in their ability to use ICT to help accomplish their task. The use

of internet to source out for information was carried out with little help from the teachers

especially once the students realized that the teacher was not going to be the supplier of

information and facts. Again the barrier of passivity had to be broken before the students started

to soar. During the second cycle of the action research and as the students carried out the

second PBL, they were no longer inhibited in thinking creatively and independently. As a result,

the students could work more together with more freedom and confidence. Even though science

investigations was very new to them in this phase, yet they took to the challenge with not much

complains. They exhibited the ability to produce original ideas and make choices on their own.The intricacies of investigations were not mastered in this first attempt but where thinking was

concerned, it was definitely a significant progress compared to the first cycle.

Cooperative learning which capitalized on social learning was a good partner in helping produce

thinking students. Instead of the traditional reliance on the teacher, students began to rely on

their corporate abilities and strengths. The students began to realize that each team member

had to lay their role for the whole team to be successful.

This class was now a good template for teachers to observe how thinking students were

produced and how they can function independently both critically and creatively when given the

empowerment to do so. The next phase of this school-wide research is to use this template andthe lessons learnt to spread this to other science classes and other subject classes. This next

phase will be the natural progression for multiplying the effort to transform teaching practices in

a school from a teacher-centered orientation to a student-centered one. But that is another story

for another time


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P d i Thi ki S d Th h P P 24

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