Cooperative learning and the achievement of motivation and perceptions of students in 11th grade chemistry classes

Shachar, Hanna; Fischer, Shlomit

doi:10.1016/j.learninstruc.2003.10.003

Cited by 59 publications

(39 citation statements)

References 26 publications

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“…Roschelle and Teasley (1995) report that when pairs of 15-year-olds collaborating on a physics task encountered a breakdown in mutual intelligibility, this led to disengagement from both the task and dialogue with partners, if only temporarily. Shachar and Fischer (2004), examining the impact of an extended programme of collaborative work, found that whilst this had positive effects on learning, it led to a decline in motivation to participate in such work, perhaps reflecting negative effects on class relations. Since no attempt was made in any of this research to establish positive social relations at the outset, any resulting friction would be entirely understandable from the perspective of the pre-condition account.…”

Section: Possible Relationships Between Cognitive and Social Gainsmentioning

confidence: 99%

Social effects of collaborative learning in primary schools

Tolmie

Topping

Christie

et al. 2010

Learning and Instruction

152

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There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play relations of a collaborative learning programme involving 575 students 9-12 years old in single- and mixed-age classes across urban and rural schools. Data were also collected on student interactions and teacher ratings of their group-work skills. Analysis of variance revealed significant gains for both types of relation. Multilevel modelling indicated that better work relations were the product of improving group skills, which offset tensions produced by transactive dialogue, and this effect fed through in turn to play relations. Although before intervention rural children were familiar with each other neither this nor age mix affected outcomes. The results suggest the social benefits of collaborative learning are a separate outcome of group work, rather than being either a pre-condition for, or a direct consequence of successful activity, but that initial training in group skills may serve to enhance these benefits

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Section: Possible Relationships Between Cognitive and Social Gainsmentioning

confidence: 99%

Social effects of collaborative learning in primary schools

Tolmie

Topping

Christie

et al. 2010

Learning and Instruction

152

View full text Add to dashboard Cite

show abstract

“…The dialogues that occur are multidirectional as students learn to respond to explicit and implicit requests for help and to scaffold their responses to facilitate peers' learning (Gillies & Ashman, 1998). The result is that children who work cooperatively tend to perform better academically (Shachar & Fischer, 2004;Stevens, 2003;Terwel, 2003) and are more motivated to achieve than their peers who do not have these experiences (Johnson & Johnson, 2003).…”

mentioning

confidence: 99%

Ten Australian Elementary Teachers' Discourse and Reported Pedagogical Practices during Cooperative Learning

Gillies¹,

Boyle²

2006

The Elementary School Journal

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“…Its use has been shown to promote better understanding in high school science (Foley & O'Donnell, 2002;Hanze & Berger, 2007;Shachar & Fischer, 2004), problemsolving skills in mathematics (Nichols, 1996;Sahlberg & Berry, 2002) and better reading and writing in secondary school English (Stevens, 2003). Other benefits attributed to the use of cooperative learning are the promotion of self-esteem and confidence building, the development of a safe learning environment and better classroom success rates (Jenkins, Antil, Wayne, & Vadasy, 2003).…”

Section: Socio-scientific Discussion and Cooperative Learningmentioning

confidence: 99%

The Benefits of Cooperative Learning to Socio-scientific Discussion in Secondary School Science

Day

Bryce

2013

International Journal of Science Education

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The aim of this research was to determine the benefits of cooperative learning to opening up socioscientific discussion in secondary science. Seventy-four classes of 20 13-14-year-old pupils in one secondary school were observed engaging in discussion concerning climate change over three rounds of action research involving 12 teachers associated with the implementation of a Topical Science strand of a new national science curriculum. Pupil views on the cooperative learning approach used to facilitate the lessons and the associated discussion were determined using a pupil questionnaire (n ¼ 171). By the end of the action research, the overall average typical exchange in the observed lessons was between pupil-to-pupil (mean + SD, 41% + 5%) and pupil-to-teacher (32% + 4%) with teacher-to-pupil interactions accounting for only 27% + 5% of exchanges. However, the pace of the typical exchanges was predominantly fast with most of the questions being a mixture of low order on task questions from teacher-to-pupil; technical exchanges, inquiring what to do from pupil-to-teacher; and quiz questions from teacher-to-pupil or from pupil-to-pupil. Questionnaire data indicated that overall 50.3% of pupils enjoyed the discussion (on global warming) and 59.7% did not find it boring. Nevertheless, only 45% felt that they were given the chance to express their own opinions during these discussions. Prior to these lessons, 59.6% were not interested in the issue of climate change and global warming. Cooperative learning facilitated a shift in the pattern of typical exchanges away from a teacherdominated discourse towards a more pupil-centred, open discourse.

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Cooperative learning and the achievement of motivation and perceptions of students in 11th grade chemistry classes

Cited by 59 publications

References 26 publications

Social effects of collaborative learning in primary schools

Social effects of collaborative learning in primary schools

Ten Australian Elementary Teachers' Discourse and Reported Pedagogical Practices during Cooperative Learning

The Benefits of Cooperative Learning to Socio-scientific Discussion in Secondary School Science

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