Class Design for Active, Collaborative Learning to Foster Scientific Thinking Skills and Reasoning Skills in the First Half of a High School Science Lesson

Abstract

In this article, we describe attempts to incorporate active learning in a teaching design suitable for practice in basic science subjects in high school. This teaching design adopts an active learning model; in the first half of the lesson, students learn how to think scientifically through lectures to foster scientific thinking skills and reasoning skills, and then they perform these thinking and reasoning skills using given information/data. The lessons use teaching materials developed in line with this teaching design; analysis of the results demonstrates the effectiveness of this approach.