Improving Quality of Science Teacher Training in European Cooperation
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E-learning

The Collaboration Peculiarities of Science Teachers

• To understand purposes of science teachers collaboration;
• To define the concepts of collaboration and cooperation;
• To characterize the main ways of collaboration.

It is clear that “learning is a process of construction in which the students themselves have to be the primary actors” (von Glasersfeld, 1995). By nowadays the view of the learner has changed from that of a passive recipient of knowledge to that of an active constructor of knowledge. It must be taken into account that “learning is a process of knowledge construction, not of knowledge recording or absorption” and “learning is knowledge-dependent; people use current knowledge to construct new knowledge” (Anthony, 1996).

Collaboration and cooperation of science teachers are very important components of process of teaching and learning. It is a first step to the constructive, integrated process of teaching. Without adequate cooperation it is not possible to reach the appropriate level of integration, except for internal integration of teaching subjects at a lesson. But in that case a degree of integration is not high enough. Collaboration of science teachers is possibly at all stages of educational process. For example, such collaboration is very effective by preparation of joint teaching / learning programs (curriculum) and concrete plans of activity. Collaboration depends on many factors, for example, the psychological microclimate in collective, motivation of teachers to work better, motivations of pupils and their interest to natural sciences in general. We need teachers to go beyond traditional school science with its emphasis on “key” concepts (Eisenhart, Finkel, & Marion, 1996) and focus also on the processes of learning and thinking about learning (Watters, James, Ginns, Ian, 2000).

• it is possible to integrate the knowledge acquired by studying separate subjects (biology, chemistry and physics);
• students can be led into a situation of using their knowledge of different natural sciences simultaneously;
• all external resources need to be found outside the school and involved in common activities (for example, non-governmental organizations, public institutions, libraries, universities, museums etc.).

• to coordinate different programs for all school year;
• to define the basic concepts and terms for each science subject (chemistry, physics, biology, geography etc.), to agree about the general / common interpretation of these terms at different lessons;
• to define the basic contacts / relations of all science subjects;
• to organize different intersubject actions during formal and informal education;
• to involve researchers from different science centers into common activity with students etc.

1. design a proper situation according to the content of the course and then explain the problem to be solved in the situation;
2. the students provide possible solutions or hypotheses through various activities;
3. the possible solutions are tested through theories and practice;
4. discover new theories (or new knowledge).

1. work sessions and conversations via telecommunications;
2. structured interviews that probed ideas about teaching and learning;
3. case reports;
4. school visits.

Modern ICT allows new forms of collaboration over time and place, bridging differences and breaking down spatial and temporal barriers. ICT allows teachers in diverse settings to collaborate.

Teachers need to plan what the program or service will look like (e.g., a peer tutoring program, a co-teaching service, a weekly team meeting), but they also need to prepare for the requirement of working together (Gable, Friend, Laycock, & Hendrickson, 1990).

1. Define the following concepts:
   Collaboration - ...
   Cooperation -...
   
   
2. Fill in the table:
   
   

   Science teachers’ objective/s for collaboration	Factors determining the possibility of collaboration	Factors determining the quality of collaboration	Methods/forms of collaboration
   1.	1.	1.	1.
   2.	2.	2.	2.
   ...	...	...	...

   
   

In the curriculum for the next year, a school scheduled to ensure favourable conditions for students to study sciences using the method of Discovery Learning. Thus, 4 stages of similar teaching / learning mentioned in this chapter of the module were described. It is worth emphasizing that sciences at school are taught by the teachers having rather long work experience and pedagogical practice. Traditionally, they are tending to support individual activity.

Having discussed the situation in groups, give recommendations that could be followed by the administration of the above mentioned school and the teachers of sciences in order to implement the principles of constructivistic teaching / learning corresponding to the process of teaching / learning sciences. Focus on the factors ensuring the efficiency of the teaching / learning process.

Cooperation (collaboration) among science teachers undoubtedly raises efficiency of teaching process. It is a first step to the constructive, integrated process of teaching. Without adequate cooperation it is not possible to reach the appropriate level of integration, except for internal integration of teaching subjects at a lesson. Teachers` collaboration in schools breaks the isolation of the classrooms. Collaboration is an important vehicle through which teachers can plan and carry out an array of services for students. One of the most promising benefits of teachers` collaboration is the increased opportunity it gives teachers to interact with one another regarding different teaching and learning issues. Specifically, teachers who collaborate are more likely to discuss with their colleagues areas of the curriculum they have difficulty teaching. The some more statements on collaboration among science teachers can be mentioned: collaboration has a direct impact on students; collaboration is becoming an essential ingredient in successful schools; collaboration is based on belief in the value of shared decision making, trust, and respect among participants; teachers collaborate only when they share a goal; teachers must make a personal choice to work collaboratively; collaboration is voluntary, not administratively mandated; each teacher participating in a collaborative effort contributes some type of resource; collaboration can only occur when it is associated with some program or activity that is based on the shared goals of the individuals involved etc. Collaboration with colleagues is helpful way for improvement of professional knowledge of science teachers.

This is generally difficult for teachers, due to the lack of pre-service courses and material for integrated science teaching, disciplinary routines and a teacher-centered style of teaching and the exclusion of a variety of socially-oriented topics.

Cooperative learning is a successful teaching strategy in which small teams, each with students of different ability levels, use a variety of learning activities to improve their understanding of a subject, for example, science.

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