The Application of One Stay Three Stray Teaching Method in Science Class to Increase Students’ Discussion Skills and Motivation in Learning Science

• Autores: Lidwina Felisima Tae
• Localización: ICETIC: Innovative and Creative Education and Technology International Conference / Ramón Sanguino Galván (aut.), Ascensión Barroso Martínez (aut.), 2017, ISBN 978-84-16989-78-2, pág. 204
• Idioma: inglés
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• Resumen

  • One Stay Three Stray teaching method is a development of a conventional teaching method called Two Stay Two Stray that has been developed by Spencer Kagan (1992). The main point of One Stay Three Stray teaching method is to allow the students to work together to share the idea, find out the information within the groups in the classroom, and solve the problem given by the teacher with their peers, especially in science class. After forming the group that consists of four members, students will be given problems to be solved within in each group discussion. Then, they will be instructed to leave their groups and move to the other groups to seek and share the information that has been discussed in their original groups. One Stay Three Stray teaching method is used to manage the moving students from one group to the other groups. This moving student follows a unique pattern called "One Stay Three Stray" which regulates students to move to certain groups following the certain pattern that has been set before by the teacher. The instruction about when and where students should move will be facilitated by the teacher in order to avoid uncontrolled and crowded class situation. Each member of group discussion has their own role whether as “the host” to stay at the group or as “the guest” to move around the other groups to collect the information. To be exact, one student act as a “host” who will stay in their group to share the information with the guests who will visit the group. Meanwhile, the three students will act as the “guests” who will stray to the other three groups to seek the information. Consequently, each member of a group will back to their old group and report what they have got during the moving. The objectives of this paper were: 1) to develop a new teaching method called One Stay Three Stray, 2) to investigate whether One Stay Three Stray teaching method can develop students’ discussion skill in learning science, 3) to examine whether One Stay Three Stray can teaching method can develop students’ motivation in learning science. The method used in this paper was Literature Review to find out the theoretical underpinning about the possibility to develop One Stay Two Stray teaching method from Two Stay Two Stray teaching method. Based on the literature review, it was found that: 1) One Stay Three Stray Method could be developed from Two Stay Two Stray teaching method by changing the pattern of moving during the discussion, where there are more students (from two students to three students have the chance to visit the other three groups). 2) By interacting with more students from different groups, students can improve their discussion skills in learning science. 3) Through One Stay Three Stray teaching method, teachers could prompt students to take part where no one of them has no role. Thus, students’ motivation to learn science will be enhanced during the science class.