Supporting Collaborative Inquiry A Biology -Myassignmenthelp.Com

Question: Discuss About The Supporting Collaborative Inquiry A Biology? Answer: Introduction Peer-to-peer learning approach is becoming popular among students and universities as more and more studies prove the disadvantage of students dependability on teachers. Due to the advancement of technology, the students can easily access their teachers any time from devices such as computer, laptop and smartphone and easily clear their quarries. It increases the number of dependent students who lack the ability to learn and understand new topics on their own (Farooq, Chaudhry, Shafiq Berhanu, 2011). In Peer-to-peer learning approach, the students learn with their fellow peers, and they understand topics based on their fellow students experiences and abilities. The students have to teach their peers in the Peer-to-peer learning approach which increases their ability to learn as well (Stracke, 2010). The structure of this report will include four key points that prove how Peer-to-peer learning approach assist in increasing student independence. The report will analyse the Peer-to-pee r learning approach based on secondary research from articles, journals, and other peer-reviewed material. The purpose of this report is to analyse how Peer-to-peer learning assists in promoting independence in students and provide various recommendations that improve its effectiveness. Peer-to-peer learning reduces the dependability of students on teachers Peer-to-peer learning approach requires students to understand new topics on their own and teach fellow peers as well, which reduces their dependability on teachers and increases their independence. In recent years, students dependability on their teachers has grown substantially which reduces their ability to learn (Guldberg, 2008). Students have different options to easily connect with their teachers through various sources such as computer, smartphone, social media site, university portal and others. The students did not have to engage in the learning process, and they are not requiring performing activities such as organising, practising, analysing and assessing the information. The students failed to understand topics on their own without the assistance of their teacher which result in increasing the number of dependent students. The dependent students lack the ability to innovative or bring creative solutions to the problems since they are unable to understand new topics (Yang Chen, 2008). In Peer-to-peer learning approach, the students learn and understand new topic without the assistance of their teachers. Students have to learn new topics based on the experience of their own and their peers which increase their engagement in the learning process. The lack of assistance from teachers makes students capable of understanding new topics on their own which makes them independent. Highly Engaged Students are More Independent Students have to engage in the learning and teaching process in Peer-to-peer learning approach which makes them more independent. Most of the students did not engage in learning activities while studying in universities because they have different sources and teaching material which they can assess easily (Laru, Jarvela Clariana, 2012). They can also easily resolve their quarries with the help of their teacher which reduces the requirement for engaging in the learning process. On the other hand, students engage in learning and teaching activities in Peer-to-peer learning approach since they have to teach and learn topics on their own. Students perform various activities during Peer-to-peer learning strategy such as organising the information, assessing the data and analysing the study material. Students did not perform these activities while learning from their teacher since they do it for them (Schmidt, Geith, Haklev Thierstein, 2009). While performing these activities, students e ngage in the study material which makes them independent since they understand and perform learning activities without the assistance of teacher. Therefore, Peer-to-peer learning approach assists in increasing student independence by making them more engaged in the learning and teaching process. Learn Autonomy increase Independence Peer-to-peer learning approach makes students autonomous by increasing their ability to learn and teach which makes that independent. Learner autonomy is defined as students ability to learn new topics without the assistance of teachers (Smith, 2008). Autonomous learners did not require assistance from their teachers while learning new topics, instead, they focus on their own skills and abilities while understanding the topic. In Peer-to-peer learning approach, students have to evaluate others and their own learning abilities. Self-evaluation and criticism from others assist students in enhancing their ability to learn. The evaluation assists students in determining their strengths and weaknesses in the learning process (Devenish, Dyer, Jefferson, Lord, Van Leeuwen Fazakerley, 2009). They can use this information to improve their learning abilities by addressing their weaknesses and improving their skills with the assistance of fellow students. Effective learning ability makes stude nts autonomous learn which means they did not require assistance from teachers to learn new topics. Therefore, Peer-to-peer learning approach assists in promoting student independence by making them autonomous learners. Peer-to-peer learning increase Self-confidence in Students Peer-to-peer learning approach promotes independence in students by making them more self-confident. Most students lack confidence because they are dependent upon their teachers and they did not understand their learning potential (Holz, Steiner, Dahl, Biersack Freiling, 2008). In Peer-to-peer learning approach, students evaluate their and others learning abilities which provides them information about their weaknesses and strengths. The students who know their strengths did not require teachers assistance to learn new topics. They are confident enough to learn new topics on their own without the assistance and support of their teachers (Liu Hwang, 2010). The self-confidence students have better synergy in Peer-to-peer learning approach since they are aware of their strengths and weaknesses which make them less likely to give unnecessary criticism. Synergy is also the key goal of Peer-to-peer learning approaches which improves the effectiveness of learning and teaching approach. Th erefore, the synergy between students increases self-confidence among them which makes them independent. Conclusion From the above observations, it can be concluded that the number of dependable students is continuously increasing because they can easily get assistance from their teachers regarding the issue. Peer-to-peer learning approach assists in reducing dependability of students on teachers which makes them more independent. In Peer-to-peer learning, students learn new topics without the assistance of their teachers which increases their engagement in the learning process because they have to perform various activities such as organising, assessing, and collecting of data. The students evaluate their strengths and weaknesses which makes them more confidence about their learning skills which increase their learner autonomy and promote independence. Peer-to-peer learning approach makes students self-educated which reduce their dependency on teachers. Therefore, Peer-to-peer learning approach assists in increasing student independence. Recommendations Students face various issues during Peer-to-peer learning approach such as lack of experience and unnecessary criticism. Following recommendations can assist in improving the effectiveness of Peer-to-peer learning approach which promotes student independence. Promoting Peer-to-peer learning Programs Many studies have proved that the number of dependable students in growing continuously which reduces the number of innovative and creative students. Universities and educational professional should promote Peer-to-peer learning programs such as PASS to address this issue. Peer Assisted Study Session (PASS) program is one of the models for Peer-to-peer learning approach that is gaining popularity between universities (Perez-Garcia, 2009). They should promote these programs to increase Peer-to-peer learning approach between students which result in making them independent. Careful Selection of Peers During Peer-to-peer learning approach, students have to give criticism to one another which might result in increasing conflicts between them. Students might give unnecessary feedback to each other which increases dispute between them and decrease the quality of their learning. Therefore, students should behave appropriately with one another during Peer-to-peer learning approach and select their friends as peers to avoid disputes. Lack of Experience During Peer-to-peer learning, Students might find it difficult to learn and understand difficult topics due to lack of experience and qualification than compared to a teacher. Therefore, they should take advice from teachers and other senior students which will result in increasing the effectiveness of Peer-to-peer learning approach and help them resolve their quarries more easily. Handling the Criticism In Peer-to-peer learning approach, students have to self-evaluate their weaknesses which might discourage them and result in reducing their learning abilities. Universities and schools should implement programs for Peer-to-peer learning approach for students which assist them in effectively handling the criticism that result in improving their learning skills (Larrimore, Jiang, Larrimore, Markowitz Gorski, 2011) References Devenish, R., Dyer, S., Jefferson, T., Lord, L., van Leeuwen, S., Fazakerley, V. (2009). Peer to peer support: The disappearing work in the doctoral student experience.Higher Education Research Development,28(1), 59-70. Farooq, M. S., Chaudhry, A. H., Shafiq, M., Berhanu, G. (2011). Factors affecting students quality of academic performance: a case of secondary school level.Journal of quality and technology management,7(2), 1-14. Guldberg, K. (2008). 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