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Using interdisciplinary project work as a learning strategy for student development
Author
Nani Rahayu Mohamed Razali
Supervisor
Chen, Ai Yen
Abstract
This study began in Moulmein High School, with the researcher examining the learning process of project work among students. In the midst of the study, the researcher was invited to collaborate in two other school's pilot project work programmes. This gave the researcher the opportunity to observe, participate and document the learning process of students and teachers of Cavenagh Secondary School and Sophia Secondary School which became part of the mini studies of this thesis.
The purpose of this study is three fold. Firstly, it seeks to examine the learning process of students and teachers and the learning outcomes of students involved in project work. Secondly, it intends to illustrate a case study of a Singapore school's - Moulmein High School experience in the implementation of project work. Lastly, the study also examines the impact of the school leader in the way project work (as a national education policy) is implemented.
This study is an action research conducted in the natural setting of a school using qualitative action research methods. It is heavily reliant on the researcher as a human instrument for the collection and analysis of data in Moulmein High School, Cavenagh Secondary School and Sophia Secondary School. The researcher collected diverse data ranging from interviews, students' projects and the researcher's journal. It has resulted in a narrative study describing the researcher's understanding of the implementation of project work in Singapore.
The research is grounded in the Social Constructivist Learning Theory of Vygotsky's Zone of Proximal Development. The researcher used the concept of Dialogic Inquiry to explain the process of learning in project work for both students and teachers. Students learn how to do project work through questions, individual and collective construction of knowledge with the help of teachers scaffolding their understanding. In this study, the researcher also elaborated on teachers' learning from the project work experience. The teacher participants improved their understanding of themselves and their students through collaborating with their colleagues in facilitating project work.
The purpose of this study is three fold. Firstly, it seeks to examine the learning process of students and teachers and the learning outcomes of students involved in project work. Secondly, it intends to illustrate a case study of a Singapore school's - Moulmein High School experience in the implementation of project work. Lastly, the study also examines the impact of the school leader in the way project work (as a national education policy) is implemented.
This study is an action research conducted in the natural setting of a school using qualitative action research methods. It is heavily reliant on the researcher as a human instrument for the collection and analysis of data in Moulmein High School, Cavenagh Secondary School and Sophia Secondary School. The researcher collected diverse data ranging from interviews, students' projects and the researcher's journal. It has resulted in a narrative study describing the researcher's understanding of the implementation of project work in Singapore.
The research is grounded in the Social Constructivist Learning Theory of Vygotsky's Zone of Proximal Development. The researcher used the concept of Dialogic Inquiry to explain the process of learning in project work for both students and teachers. Students learn how to do project work through questions, individual and collective construction of knowledge with the help of teachers scaffolding their understanding. In this study, the researcher also elaborated on teachers' learning from the project work experience. The teacher participants improved their understanding of themselves and their students through collaborating with their colleagues in facilitating project work.
Date Issued
2003
Call Number
LB1027 Nan
Description
Pg. 123 and 133 are missing
Date Submitted
2003