The effects of using the scored discussion method in a high school science classroom

Term

2006

Capstone

Thesis

Degree Name

MAEd

Abstract

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.

Publisher

Hamline University

Source

School of Education Student Capstone Theses and Dissertations at Hamline University

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