The development and implementation of a sixth grade geology unit through collabrative action research

Abstract

In March 2000, a researcher from the Al-Qattan Centre for Research and Educational Development, five pre-service teachers from the UNRWA (United Nations Relief and Works Agency) Educational Science Faculty (ESF), and one in-service teacher collaborated through action research to implement the curriculum inquiry cycle to a sixth grade geology unit for the purpose of improving both the teaching and learning processes. The team considered the teachers' perceptions of their role, the proposed curriculum and the existing pedagogical problems in Palestine. The team collected data through recorded interviews, and videotaped teaching sessions. Supplementary data was gathered from diaries, worksheets, lesson plans, and written tests. The team then analysed the data qualitatively. The whole process consisted of a two-month preparation phase and a three-week implementation phase. Despite the time constraints, in the preparation and implementation of this case study and the previous passive teacher training, the team observed significant improvement in classroom climate, teaching methods, and students' motivation. Both the teachers and the researcher acquired effective means for unit development and teaching practices throughout the whole process