Effects of two cooperative conditions on peer-group discussions, reading comprehension, and metacognition

Meloth, Michael S.; Deering, Paul D.

doi:10.1016/0361-476x(92)90057-6

Cited by 41 publications

(20 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is possible that instructing students on the use of argument and on how and when to use metacognitive strategies would make cooperative learning more effective at promoting learning. In support of this possibility, studies have found that students receiving metacognitive training outperformed students who did not (Meloth and Deering, 1992;Mevarech, 1999;Kramarski et al, 2001;Zohar and Nemet, 2002). Indeed, cooperative groups that did not receive such training performed similarly to students who studied individually (Kramarski and Mevarech, 2003).…”

Section: Examples Of Unfavorable Commentsmentioning

confidence: 77%

Cooperative Learning in Industrial-sized Biology Classes

Armstrong¹,

Chang

Brickman

2007

LSE

View full text Add to dashboard Cite

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.

show abstract

Section: Examples Of Unfavorable Commentsmentioning

confidence: 77%

Cooperative Learning in Industrial-sized Biology Classes

Armstrong¹,

Chang

Brickman

2007

LSE

View full text Add to dashboard Cite

show abstract

“…Various researchers reported positive overall effects on learning performances (Fantuzzo, King & Heller, 1992;Meloth & Deering, 1992Shachar & Sharan, 1994;Slavin, 1989Slavin, , 1990. Other studies, however, showed no positive overall effects on learning achievement (Davidson, 1985;Vedder 1985).…”

Section: Theoretical Backgroundmentioning

confidence: 95%

Effects of Training in the Use of Social and Cognitive Strategies: An Intervention Study in Secondary Mathematics in Co‐Operative Groups

Hoek

Terwel

Eeden

1997

Educational Research and Evaluation

View full text Add to dashboard Cite

“…For example, Meloth & Deering (1992) compared students working in two cooperative conditions. In one, students were taught specific reading comprehension strategies and given "think sheets" to remind them to use these strategies (e.g., prediction, summarization, character mapping).…”

Section: Structuring Group Interactionsmentioning

confidence: 99%

Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje cooperativo y rendimiento académico: ¿por qué funciona el trabajo en grupo?]

Slavin

2014

analesps

161

View full text Add to dashboard Cite

Título: Aprendizaje Cooperativo y rendimiento académico: ¿Por qué funciona el trabajo grupal? Resumen: El aprendizaje cooperativo hace referencia a los métodos de enseñanza en los que los estudiantes trabajan en pequeños grupos para ayudarse a aprender. En este artículo se revisan cuatro de las principales perspectivas teóricas sobre los efectos del aprendizaje cooperativo en el rendimiento: motivacional, cohesión social, evolutiva y elaboración cognitiva. La evidencia de la investigación práctica en el aula apoya, fundamentalmente, la perspectiva motivacional, que destaca el uso de los objetivos del grupo y la responsabilidad individual para el éxito del grupo. Sin embargo, hay condiciones en las que los métodos, derivados de las cuatro perspectivas teóricas, contribuyen al aumento del rendimiento. En este artículo se reconcilian estas cuatro perspectivas en una teoría unificada de los efectos de aprendizaje cooperativo. Palabras clave: Aprendizaje cooperativo; rendimiento; cooperación; motivación, desarrollo Abstract: Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Four major theoretical perspectives on achievement effects of cooperative learning are reviewed: Motivational, social cohesion, developmental, and cognitive elaboration. Evidence from practical classroom research primarily supports the motivational perspective, which emphasizes the use of group goals and individual accountability for group success. However, there are conditions under which methods derived from all four theoretical perspectives contribute to achievement gain. This chapter reconciles these perspectives in a unified theory of cooperative learning effects.

show abstract

Effects of two cooperative conditions on peer-group discussions, reading comprehension, and metacognition

Cited by 41 publications

References 10 publications

Cooperative Learning in Industrial-sized Biology Classes

Cooperative Learning in Industrial-sized Biology Classes

Effects of Training in the Use of Social and Cognitive Strategies: An Intervention Study in Secondary Mathematics in Co‐Operative Groups

Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje cooperativo y rendimiento académico: ¿por qué funciona el trabajo en grupo?]

Contact Info

Product

Resources

About