Teach Less, Learn More: A Paradigm Through Collaborative Learning in Science

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Author(s): Yun Ping Neo (Taylor's University, Malaysia)and Wei Hsum Yap (Taylor's University, Malaysia)
Copyright: 2020
Pages: 20
Source title: Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies
Source Author(s)/Editor(s): Pradeep Kumar (Taylor's University, Malaysia), Michael James Keppell (Taylor's University, Malaysia)and Chee Leong Lim (Taylor's University, Malaysia)
DOI: 10.4018/978-1-7998-1435-1.ch002

Keywords: Curriculum Development and Instructional Design / Education / Higher Education / Information Science Reference

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Abstract

This chapter attempts to promote the use of collaborative learning as a strategy for teach less, learn more (TLLM) in science education. This does not mean that more traditional modes of teaching should be abandoned entirely in learning science. The idea is to provide a platform for learners to construct meaning through communication and comparison, where the learners are required to resolve different viewpoints that may surface along with their interactions and experiences with others. Overall, the aim is to move away from rote learning, repetitive tests, and teacher-centered learning towards more engaged learner-centered education by using practical collaborative approaches and strategies. The rationale and methods for the implementation of collaborative learning are also discussed. Such procedures were found to be useful to promote active and self-directed learners.

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