Exploring the characteristics of small groups within science and English secondary classrooms

Abstract

Studies of primary education within the UK have shown that small groups can feature within classrooms; however, equivalent research within secondary education remains scarce. Research has established effective group work approaches, yet secondary teachers may encounter difficulties employing approaches tied to parameters embedded within primary education. This problem is compounded as minor adjustments to the conditions surrounding group work are known to have consequences for its efficacy within classrooms. This paper reports naturalistic systematic observation of group work practice within 23 science and English secondary classrooms in Scotland. Pupils completed tasks according to whether they were situated within group work or conventional classes. Forms of dialogue known to be conducive to learning were prevalent whilst pupils worked in groups. The change in pupils’ behaviours does not appear to stem from the content of teachers’ talk. Teachers’ behaviour suggested they approach small groups as smaller structures equivalent to a whole-class set-up

Teaching data handling in foundation phase: Teachers’ experiences

“…Whole class discussions may provide an environment for wider analysis and provide learners with an opportunity to clarify understanding (Anthony and Walshaw, 2009). Thus, based on the FP teachers’ experiences, group work and group discussion were effective when teaching data handling since it became a collaborative approach that involved classroom interaction (Delucchi, 2006; McQuarrie et al., 2012). Thus, by allowing learners to work in small groups may enhance learner understanding of data handling and this may contribute positively to learner performance.…”

A research design for promoting and examining content knowledge and argumentation skills in socio-economic contexts in German-speaking countries

“…The findings indicate that appropriately trained teachers have a positive influence on students' learning. Further findings indicate that the implementation of problem-oriented learning changes students' behaviour, particularly by increasing students' oral exchange independent of teacher's actions in the classroom (MacQuarrie et al, 2012). Therefore, in the following section, a research design for a corresponding intervention study is presented.…”

A critical study into the extent that co-operative learning promotes a greater confidence and a more accurate rendering of syntax in unseen translations for Year 12 IB Higher Latinists

“…I wanted to remove the social boundaries of the classroom and work together for the benefit of everyone. Indeed, ‘it is preferable for students to cooperate rather than compete’ (MacQuarrie, Howe & Boyle, 2012, p.528).…”