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A Cooperative Learning Group Procedure for Improving CTE and Science Integration
The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives utilized in secondary CTE courses. The objectives of the study were to determine if CLGs were an effective means
for increasing the number of: a) science integrating learning objectives utilized in CTE courses; and b) science integrating learning objectives that require higher levels of cognitive processing in CTE courses. The findings revealed that the CLG process lead to an increase in the total number
of science integrating learning objectives and number of science integrating learning objectives requiring higher levels of cognition. Matched-sample t tests revealed that the increases in the number of science integrating learning objectives and objectives that require higher levels of cognition
were statistically significant. It is recommended that researchers investigate further methods for improving cooperation between CTE and science teachers.
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Keywords: COOPERATION; LEARNING OBJECTIVES; SCIENCE INTEGRATION
Document Type: Research Article
Publication date: 01 December 2016
- (CTER) publishes refereed articles that examine research and research-related topics in vocational/career and technical education, career development, human resource development, career issues in the schools (Grades K-12), postsecondary education, adult and lifelong learning, and workforce education. The CTER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in CTER. CTER will consider for publication papers initially presented at conferences, including those disseminated through conference proceedings.
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