Implementing collaborative learning in classrooms: science teachers' perspectives

Abstract

Research indicates that collaborative learning can lead to increased learning, interest and persistence in science fields. To inform future professional development and teachers' preparatory programs, it is important to examine teachers' conceptions of, and experiences with collaborative learning. This study explores middle and high school science teachers' conceptions of, and experiences with, collaborative learning in addition to the barriers that prevent the implementation of collaborative learning in the classroom. Survey data collected from 66 science teachers indicated that they viewed collaborative learning as a process that has a specific purpose. They reported having positive experiences when implementing collaborative learning. They were concerned about student-related barriers for not using collaborative learning. These findings provide insights about the content of professional development that can be designed to support these science teachers when implementing collaborative learning in their classrooms.