Improving Group Work Practices in Teaching Life Sciences : Trialogical Learning

Show full item record



Tammeorg , P , Mykkänen , A , Rantamäki , T , Lakkala , M & Muukkonen , H 2019 , ' Improving Group Work Practices in Teaching Life Sciences : Trialogical Learning ' , Research in Science Education , vol. 49 , no. 3 , pp. 809-828 .

Title: Improving Group Work Practices in Teaching Life Sciences : Trialogical Learning
Author: Tammeorg, Priit; Mykkänen, Anna; Rantamäki, Tomi; Lakkala, Minna; Muukkonen, Hanni
Contributor organization: Department of Agricultural Sciences
AgriChar research group
Plant Production Sciences
Equine and Small Animal Medicine
Laboratory of Neurotherapeutics
Department of Education
Technology in Education Research Group
Faculty of Agriculture and Forestry
Helsinki One Health (HOH)
Viikki Plant Science Centre (ViPS)
Date: 2019-06
Language: eng
Number of pages: 20
Belongs to series: Research in Science Education
ISSN: 0157-244X
Abstract: Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life environments and aims to teach skills required in the professional world. We target one of the major limitation factors for optimal trialogical learning in university settings, inefficient group work. We propose a course design combining effective group working practices with trialogical learning principles in life sciences. We assess the usability of our design in (a) a case study on crop science education and (b) a questionnaire for university teachers in life science fields. Our approach was considered useful and supportive of the learning process by all the participants in the case study: the students, the stakeholders and the facilitator. Correspondingly, a group of university teachers expressed that the trialogical approach and the involvement of stakeholders could promote efficient learning. In our case in life sciences, we identified the key issues in facilitating effective group work to be the design of meaningful tasks and the allowance of sufficient time to take action based on formative feedback. Even though trialogical courses can be time consuming, the experience of applying knowledge in real-life cases justifies using the approach, particularly for students just about to enter their professional careers.
Subject: Artefact
Case study
Group work
Trialogical learning approach
516 Educational sciences
Peer reviewed: Yes
Usage restriction: closedAccess
Self-archived version: submittedVersion

Files in this item

Total number of downloads: Loading...

Files Size Format View
Pre_peer_review_article.pdf 2.726Mb PDF View/Open

This item appears in the following Collection(s)

Show full item record