Improving the effectiveness of collaborative group work in primary schools: effects on science attainment

Baines, Ed; Blatchford, Peter; Chowne, Anne

doi:10.1080/01411920701582231

Cited by 101 publications

(84 citation statements)

References 24 publications

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“…Dialogic pedagogy has a direct participatory imperative, seeking to legitimise and develop contributions from all parties in classroom interactions (Nystrand et al 2003); a central intention is Bto foster learner agency, whereby students collaborate with others in seeking understanding, building from their own ideas and allowing other ideas and opinions to mediate and modify their thinking^ (Flitton and Warwick 2012: 3). There is also evidence of subject learning gains as a result of a dialogic pedagogy (Baines et al 2007;Rojas-Drummond et al 2010;Rojas-Drummond and Mercer 2003). Indeed, encouraging findings described as being moderately secure have recently been reported from a UK-based efficacy trial involving almost 5000 students (EEF 2017).…”

Section: The Connected Fields Of Studymentioning

confidence: 93%

Classroom dialogue and digital technologies: A scoping review

et al. 2018

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This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000-2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.

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Section: The Connected Fields Of Studymentioning

confidence: 93%

Classroom dialogue and digital technologies: A scoping review

et al. 2018

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“…collaboration abilities). When students experienced the task as demanding or easy they start to work more cooperatively in a group and the group work functions as an object (Baines et al, 2007;Gillies, 2003;Johnson & Johnson 2004;Summers et al 2005). In these situations the students have opportunity to social but not academic knowledge.…”

Section: The Interactionmentioning

confidence: 99%

“…The results also show that teachers' settings of the problem and how the students manage the interaction processes in the group are important to what competencies students are exposed to and what they thereby are able to learn. From a learning perspective when using group work it is of advantage to let the mode function as a mean and let it be a base for obtaining both academic knowledge and collaboration abilities (Baines et al, 2007;Gillies, 2003;Johnson & Johnson 2004;Summers et al 2005).…”

Section: Didactical Implicationsmentioning

confidence: 99%

“…Group work, from a learning perspective, could functions both as an object, that is learning to collaborate in groups, and as a means, that is as a base for obtaining knowledge (Baines et al, 2007;Gillies, 2003;Johnson & Johnson 2004;Summers et al 2005). In a recently completed study, teachers clearly demonstrated that they primarily expect the students to develop the ability to collaborate, and thereby use group work as an object, and not principally to acquire subject knowledge, during group work (Hammar Chiriac & Forslund Frykedal, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Group work is a teaching strategy that promotes academic achievement and socializations (Baines, Blatchford & Chowne, 2007;Gillies, 2003, Johnson & Johnson, 2004Oliveira & Sadler, 2008;Summers, Beretvas, Svinicki & Gorin, 2005). By interacting with others, students learn to inquire, share ideas, clarify differences, and construct new understandings.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Task Influences on Students’ Collaboration in Mathematics Teaching

Samuelsson¹,

Frykedal²

2014

Anadolu Journal of Educational Sciences International

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The aim of this article was to investigate students' experience of a given mathematical problem and the types of group interaction and communication that occur when students experience a task as (a) too difficult, (b) reasonable difficult or (c) too simple. Collaborative work with mathematical problems is a commonly used teaching method but one of the difficulties for teachers is to observe the learning processes of children who are working collaboratively. Earlier research has demonstrated that the task has an influence on the group processes and the group members' interaction. In this study we were interested in how tasks with different degree of difficulty influenced the students' when they work in a group with mathematical problem solving tasks. Four group work sessions were documented with a video camera and we found that students' different ways of experience a mathematical task affect the interactions processes, quality talk and certain social modes of thinking. The results show that teachers' settings of the problem and how the students manage the interaction processes in the group were important to what competencies students were exposed to and what they thereby were able to learn.

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The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment

Takeda

Homberg

2013

British Educational Res J

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The importance of teamwork skills as part of employability has been widely acknowledged and accompanied by active research on successful cooperative learning. However, relatively few studies have focused on the effects of gender on students' group work, and only a limited number of empirical studies exist that examine students' group work process and performance through the results of self-and peer-assessment. This study examines the effects of gender on group work process and performance using the self-and peer-assessment results of 1,001 students in British higher education formed into 192 groups. The analysis aggregates all measures on the group level in order to examine the overall group performance. Further, a simple regression model is used to capture the effects of group gender compositions. Results suggest that students in gender-balanced groups display enhanced collaboration in group work process associated with less social loafing behaviours and more equitable contributions to the group work.However, the results imply that this cooperative learning environment does not lead to higher student performance. Students' comments allow us to explore possible reasons for this finding. The results also indicate underperformance by all-male groups and reduced collaborative behaviours by solo males in male gender exception groups (i.e. groups consisting of one male student and other members being female). The results thus have implications for the composition of groups. The pedagogical implications of these findings are discussed.

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Improving the effectiveness of collaborative group work in primary schools: effects on science attainment

Cited by 101 publications

References 24 publications

Classroom dialogue and digital technologies: A scoping review

Classroom dialogue and digital technologies: A scoping review

Task Influences on Students’ Collaboration in Mathematics Teaching

The effects of gender on group work process and achievement: an analysis through self‐ and peer‐assessment

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