Abstract
The purposes of this study were to report how one senior high school chemistry teacher applied action research, using students' suggestions in modifying her cooperative learning strategies and assessments of students. Subjects studied were fro m the best senior girls' high school located in the middle Taiwan. The study has been conducted for one year when students were taking 10th grader chemistry class. Data collection included questionnaire, classroom observation, journals, students' reports and weekly journals, teaching logs and lesson plans. The findings indicate that, for a group of high ability senior girls, the students did not care about the forms of group work, they cared more about what they can learn from discussion with their classm ates. The teacher needed to capture the spirit of cooperative learning by applying various teaching strategies and being flexible in using these teaching strategies in the class. The students had to learn individually before they could participate in the social construction of knowledge as a class. Students' learning improved in terms of breath and depth and they changed their learning approach from being an individual learner to group discussion and group sharing learning. Finally, the study did confirm that teachers can conduct emancipatory action research in class, and students can provide a substantive ideas in help teachers solve instructional problems.
| Keywords: | chemistry teaching; cooperative learning; action research; group investigation |
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