The effects of using the scored discussion method in a high school science classroom
When I conducted a discussion in my class, I observed that a majority of the students did not participate. I wanted to find a discussion method I could use that would encourage participation among a larger group of students. The scored discussion method was introduced to me by two of my colleagues. I was able to research this method and find that there were a number of other educators using this discussion method in their classrooms. I chose to perform an action research where I would compare the number of students who participated and also the number of disruptions using my former discussion method and the scored discussion method. I collected the data for these two types of discussions on a seating chart then analyzed my findings. The data collected showed that the scored discussion method encouraged a much larger number of students to participate while cutting down the number of disruptions.
Peper, Tim, "The effects of using the scored discussion method in a high school science classroom" (2006). School of Education Student Capstones and Dissertations. 1751.
This document is currently not available here.