Cross-age peer tutoring of science in the primary school: influence on scientific language and thinking

Topping, Keith J.; Peter, Caroline; Stephen, Pauline; Whale, M.

doi:10.1080/0144341032000146449

Cited by 49 publications

(37 citation statements)

References 11 publications

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“…There is mounting evidence that peer tutoring is most successful when the tutor and tutee cognitively challenge each other, meaning that their cognitive abilities are roughly the same (Topping, 2005;Topping et al, 2004). The fact that national pupils assumed the role of tutor more often might have to do with their higher linguistic proficiency.…”

Section: Discussionmentioning

confidence: 99%

“…Van Keer and Verhaeghe (2005) suggested that the positive effect on reading performance was larger for crossage peer tutoring than for same-age peer tutoring. Topping et al (2004) found that tutoring not only boosted the learning gains of the tutees, but also of the tutors. In their study, the cognitive ability of the tutors was roughly of the same level as that of the tutees.…”

Section: High Quality Helping Behaviourmentioning

confidence: 95%

“…Topping (2005) showed in a review study that peer tutoring can increase the learning gains of both the tutor and the tutee. Most studies on peer tutoring have focused on cross-age peer tutoring and generally have provided support for a positive relation between peer tutoring and learning gains (Topping, Peter, Stephen, & Whale, 2004). Van Keer and Verhaeghe (2005) suggested that the positive effect on reading performance was larger for crossage peer tutoring than for same-age peer tutoring.…”

Section: High Quality Helping Behaviourmentioning

confidence: 99%

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Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background

Oortwijn

Boekaerts

Vedder

et al. 2008

Learning and Instruction

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Is helping behaviour (i.e., solicited help and peer tutoring) during cooperative learning (CL) related to subsequent learning gains? And can teachers influence pupils' helping behaviour? One hundred one 5th grade pupils from multiethnic schools, 10-12 years old, participated in the study. Forty two pupils (31 immigrant) worked in an experimental condition, characterized by the stimulation of solicited high quality help and 59 (24 immigrant) worked in a control condition. It was found that learning gains were predicted positively by pupils' unsolicited helping behaviour (i.e., peer tutoring) and negatively by solicited help. Furthermore, teachers were able to affect pupils' low quality solicited help only. Lastly, immigrant pupils used less helping behaviour than local pupils, irrespective of CL setting.

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Section: Discussionmentioning

confidence: 99%

Section: High Quality Helping Behaviourmentioning

confidence: 95%

Section: High Quality Helping Behaviourmentioning

confidence: 99%

See 1 more Smart Citation

Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background

Oortwijn

Boekaerts

Vedder

et al. 2008

Learning and Instruction

View full text Add to dashboard Cite

show abstract

“…Los ayudantes y los que reciben la ayuda pueden tener los mismos años o número de cursos, o no. Puede ser más cómodo para la escuela organizar el estudio entre iguales de la misma edad, pero la literatura sugiere que la ayuda entre edades diferentes puede ser más efectiva en promover ganancias cognitivas (Topping, Peter, Stephen y Whale, 2004). La complicación añadida es que un cruce de edades supone unas capacidades cruzadas, pero en realidad, puede que éste no sea el caso.…”

Section: Tipología Crítica Para El Aprendizaje Entre Iguales En Ciencunclassified

Aprendizaje entre iguales en Ciencias Naturales de Educación Primaria: Perspectivas teóricas y sus implicaciones para la práctica en el aula

Thurston¹,

Keere²,

Topping

et al. 2017

EJREP

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Este artículo examina los modelos cognitivos para el aprendizaje escolar entre iguales y sus implicaciones para la enseñanza de las ciencias naturales en las escuelas de Educación Primaria. El artículo es producto del proyecto Sócrates Comenius 2.1 ‘La Implementación del Pensamiento Científico en el Entorno de las Escuelas Primarias’ (STIPPS, por sus siglas en inglés) (www.stipps.info), financiado por la Comisión Europea. Se revisa la literatura y se examinan los modelos desarrollados para plasmar los modelos cognitivos de aprendizaje entre iguales de Piaget y Vygotsky. Se explora el papel que desempeñan la metacognición y el desarrollo afectivo en el proceso del aprendizaje entre iguales. Se revisan las investigaciones con respecto a la implementación del aprendizaje entre iguales en el contexto escolar y se hacen recomendaciones sobre la tipología crítica para la organización y estructura del aprendizaje entre iguales en ciencias naturales de la Educación Primaria. El artículo provee un enlace entre los modelos cognitivos del aprendizaje entre iguales en las ciencias naturales de la educación primaria y la implementación de estos modelos en el aula. Se examinan las implicaciones de la formación profesional permanente de los maestros con respecto al uso del aprendizaje entre iguales en las ciencias naturales y se hacen recomendaciones al respecto.

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“…Their attitude to science can make a big difference to the way that their children in turn perceive science, and their likelihood of pursuing it for future study and careers [5]. By inviting parents to an informal meeting held in the familiar school environment, they are more likely to feel comfortable than in a formal lecture theatre.…”

Section: The Benefitsmentioning

confidence: 99%

Science with coffee and hobnobs

2005

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Many parents or guardians of primary school pupils have little knowledge of science, and many lack confidence in their ability to help their children, though most welcome the chance to do so. We describe our experiences running a series of meetings in the form of coffee sessions at local primary schools, where parents can increase their knowledge and confidence in the science their children study, and engage in simple experiments with their children to apply the knowledge they gain. We discuss how this programme can be instrumental in improving the profile of scientific education and scientific careers for children of a young age.

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Cross-age peer tutoring of science in the primary school: influence on scientific language and thinking

Cited by 49 publications

References 11 publications

Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background

Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background

Aprendizaje entre iguales en Ciencias Naturales de Educación Primaria: Perspectivas teóricas y sus implicaciones para la práctica en el aula

Science with coffee and hobnobs

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