Cooperative Learning in Science: Follow‐up from primary to high school

Thurston, Allen; Topping, Keith J.; Tolmie, Andrew; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline

doi:10.1080/09500690902721673

Cited by 55 publications

(35 citation statements)

References 32 publications

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“…Elementary science teachers need to develop pedagogical content knowledge, which means knowing how to make science content meaningful, useful, and engaging (Duschl et al, ; Cobern & Loving, ; Zembal‐Saul, Starr, & Krajcik, ). Previous work on cooperative learning in science has demonstrated that it is the interactions established through cooperative learning that best predict positive outcomes (Howe et al, ; Thurston et al, ).…”

Section: Discussionmentioning

confidence: 99%

Experimental evaluations of elementary science programs: A best-evidence synthesis

et al. 2014

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This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 4 weeks, and use of achievement measures independent of the experimental treatment. A total of 23 studies met these criteria. Among studies evaluating inquiry‐based teaching approaches, programs that used science kits did not show positive outcomes on science achievement measures (weighted ES = +0.02 in 7 studies), but inquiry‐based programs that emphasized professional development but not kits did show positive outcomes (weighted ES = +0.36 in 10 studies). Technological approaches integrating video and computer resources with teaching and cooperative learning showed positive outcomes in a few small, matched studies (ES = +0.42 in 6 studies). The review concludes that science teaching methods focused on enhancing teachers' classroom instruction throughout the year, such as cooperative learning and science‐reading integration, as well as approaches that give teachers technology tools to enhance instruction, have significant potential to improve science learning. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51:870–901, 2014.

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Section: Discussionmentioning

confidence: 99%

Experimental evaluations of elementary science programs: A best-evidence synthesis

et al. 2014

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“…In this model, individuals' competitive behaviour is discouraged in favour of cooperative group-centred learning. Many researchers stress that CL helps to attain both academic and social goals (Gillies & Boyle, 2010;Gillies & Boyle, 2011;Shih, 2011;Thurston, et al, 2010). Meanwhile, Gillies and Boyle (2010) identify three issues to be carefully considered when implementing CL, namely, students' socialisation during group activities, time management, and the preparation required by teachers.…”

Section: Using Cooperative Learning In Statistics Educationmentioning

confidence: 99%

Students’ perspectives of using cooperative learning in a flipped statistics classroom

Chen

2015

AJET

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Statistics has been recognised as one of the most anxiety-provoking subjects to learn in the higher education context. Educators have continuously endeavoured to find ways to integrate digital technologies and innovative pedagogies in the classroom to eliminate the fear of statistics. The purpose of this study is to systematically identify students' perspective of using cooperative learning in a flipped statistics classroom by utilising Q-methodology, which is a combination of qualitative and quantitative research methods. Forty-five students who had participated in a 16 week course were interviewed and asked to rank 30 statements according to their relative importance. Three distinctly different factors that represented groups of participants with similar views were extracted. All groups identified cooperative learning as an effective instructional strategy in flipped classrooms. It is concluded that students' concerns were reflected in these multiple perspectives; therefore, individual levels of support should be provided.

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“…Cross‐age peer mentoring has had a positive effect in reading and mathematics on the learning of both the mentee and the mentor, provided the age gap between the two is at least 2 years (Topping et al ., ; Tymms et al ., ). Subject‐specific mentoring has been shown to function as a useful buffer to the more general challenges faced by those in transition to secondary school (Thurston et al ., ). The positive impact of cross‐age peer mentoring has been reported to be more pronounced among students from lower socio‐economic backgrounds and among girls (Rohrbeck, Ginsburg‐Block, Fantuzzo, & Miller, ).…”

Section: Discussionmentioning

confidence: 97%

Successful Transition to Secondary School in Tanzania: What Are the Barriers?

Joyce-Gibbons

Galloway

Mollel

et al. 2017

J of Intl Development

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Transition to secondary school is a problem internationally. Tanzanian students face an additional challenge as the medium of instruction changes from Kiswahili to English. An 18-item questionnaire (N = 383) and focus groups (primary standard 7, secondary forms 1 and 3, and primary and secondary teachers) were used in this study. Most students started secondary school with high expectations. These were qualified by experiences of bullying and punishment. Teachers recognised students losing hope as an explanation for truancy. However, they lacked both the training to teach English and knowledge of alternatives to punishment. Peer mentoring potentially addresses these challenges during transition.

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Cooperative Learning in Science: Follow‐up from primary to high school

Abstract: Nutzungsbedingungen

Cited by 55 publications

References 32 publications

Experimental evaluations of elementary science programs: A best-evidence synthesis

Experimental evaluations of elementary science programs: A best-evidence synthesis

Students’ perspectives of using cooperative learning in a flipped statistics classroom

Successful Transition to Secondary School in Tanzania: What Are the Barriers?

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