Open AccessProject Zero: A Framework for Innovative Pedagogy in the Teaching of English in Malaysia?
Author(s) -
Laura Christ Dass
Publication year - 2021
Publication title -
malaysian journal of elt research
Language(s) - English
Resource type - Journals
ISSN - 2716-6414
DOI - 10.52696/bqug1201
Subject(s) - context (archaeology) , institution , novelty , mathematics education , argument (complex analysis) , pedagogy , process (computing) , psychology , sociology , engineering , computer science , geography , social science , social psychology , biochemistry , chemistry , archaeology , operating system
This paper marks the beginning of a project aimed at trialing a Western learning model in a Malaysian context where it is yet to be tested by previous research. This paper is the first of a series of research papers written to show the process in which a framework used in a bigger study was designed. It gives a sound theoretical background to support the building of Project Zero (PZ) framework and provides a comprehensive argument to realise the needs identified by the government of Malaysia, by explaining why Visible Thinking (VT) might be a useful tool for developing a more constructivist pedagogy. Most of PZ research was conducted in school classrooms in a Western setting. This study prides itself in taking PZ research to a whole new level, that is to a higher learning institution in a Malaysian classroom setting where undergraduate students were studied, this marks the novelty of this research. The PZ framework for observation and analysis was developed by carefully studying the Visible Thinking Project to determine the thinking routines used, this in turn formed the core of the framework. Data from interviews with 3 groups of 59 undergraduate students and their 3 teachers were then analysed qualitatively. It was found that this Western learning model has positive implications for students’ learning.