NENU-Camtree Teacher Research Project 2024
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NENU-Camtree Teacher Research Project began in April 2024, involving 24 teachers, 12 from the Primary School Affiliated to Northeast Normal University. Teachers used the Camtree 'Think-Talk Toolbox' to design inquiries into the role of think-talk skills in their own classrooms.
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Item “思维-对话”的反思技能对小学生科学思维深度培养的实践研究 — 以 《船的研究》为例 A Practical Study of Reflection Skills developed through "Thinking-Dialogue" on the Cultivation of Scientific Thinking of Primary School Students: A Case Study of Ships(2025) Jia, Xu; Yingni, Zhang; Yu, HanContext: The study explores the role of reflection skills developed through "thinking-dialogue" in enhancing primary school students' scientific thinking. Conducted in a public school in Changchun, China, the research involved three experienced teachers and 48 fifth-grade students. The students exhibited strong logical thinking and communication skills. The study focused on a unit titled "Research on Ships," where students engaged in engineering practice and iterative reflection to improve their boat designs. Aims: The research aimed to address the limited emphasis on reflection in current science curricula, which often lack structured reflective teaching models. It sought to examine how applying reflection skills within thinking-dialogue could deepen students' scientific thinking. The study investigated how reflection impacts students' ability to refine their designs and develop critical thinking, emphasizing the role of dialogue in prompting deeper learning. Methods: The project followed an inquiry-based approach adapted from the fifth-grade science curriculum. Students initially explored fundamental knowledge about ships, designed and built small boats, and then engaged in iterative reflection based on real-world testing. Teachers facilitated reflection through guided questioning and structured dialogue. Students documented their reflections, identified design flaws, and proposed improvements. Classroom discussions and teacher observations provided qualitative insights into students' evolving thought processes. Findings: Students demonstrated increased depth in scientific thinking through repeated reflection and dialogue. Initially, students struggled with structured reflection, but over time, they learned to articulate challenges and propose solutions. Thinking- dialogue strategies, particularly teacher-led questioning, helped students overcome cognitive obstacles and refine their reasoning. The collaborative aspect of reflection also expanded students’ perspectives, as they learned from their peers' insights. The process fostered critical thinking and iterative problem-solving, leading to improved design outcomes. Implications: The findings suggest that structured reflection within thinking-dialogue can be a valuable tool for enhancing students' scientific reasoning. Teachers facilitating guided reflection can help students develop deeper analytical skills and a more iterative approach to problem-solving. The study highlights the importance of creating open learning environments where students feel encouraged to engage in reflective dialogue. Additionally, sustained reflection appears to foster greater independence in students' critical thinking and collaborative inquiry.Item 运用’思考-对话-工具箱’补充发展技能提高小组合作学习有效性的行动研究 (Action research using Think-Talk Toolbox to complement developmental skills and improve the effectiveness of group cooperative learning)(2025) Yang, Jianxia; Tian, Kun; Liu, YufeiContext: A primary school in Changchun City, China, implemented innovative teaching methods emphasizing student development through cooperative learning and process-based induction. The focus was on improving group collaboration and dialogue quality. in a fourth-grade class. Aims: The study aimed to integrate strategies from the ‘Think-Talk-Toolbox’ into English lessons to enhance group collaboration effectiveness. Specifically, it sought to foster deeper engagement, orderly discussion, viewpoint integration, and critical thinking among students. Researchers also aimed to design and evaluate new teaching tools like dialogue prompt cards to support these goals. Methods: Action research was conducted over two rounds. Initially, baseline teaching activities were observed, followed by implementing strategies through scaffolded tools like dialogue cards. Group activities were structured and roles assigned, and a focal group observed closely. Researchers adjusted methods iteratively based on observations and student feedback, with data collected via classroom recordings, student discussions, and surveys. Findings: The new tools significantly improved participation in group activities. Students showed better engagement and collaboration, employing structured dialogues to share and extend ideas, although deeper analytical and creative discussions remained challenging due to linguistic limitations. Group leaders demonstrated enhanced organizational skills, though variability in participation persisted among less confident students. A less confident focal learner was better able to participate in discussions when discussions were more orderly and tailored scaffolding materials were provided. Implications: Other educators might draw from this study’s approach to scaffold cooperative learning through structured linguistic tools, fostering better engagement and dialogue in second-language contexts. The research highlights the need for tailored scaffolds, ongoing teacher training, and adjustments for varied student abilities to maximize learning outcomes.