‘One girl had a different idea’: children’s perspectives on learning and teaching models in the traditional classroom

Abstract

This paper explores learning from the perspective of primary pupils in Egypt. The article explores models of learning and teaching and how pupils respond to traditional models and to changes within those. Qualitative data was collected from 57 interviews with 81 primary pupils in Alexandria, Egypt. Our research approach was interpretivist and our method was individual interview and observation. Teachers had introduced for the first time the practice of group and/or pair-work in the English language classroom. Following this change, pupils described their learning as benefiting from: peer support; exercising self-direction; participating more actively; and enjoyment of collaborative work. These findings accord with the research literature on collaborative learning. We conclude that even in traditional sites of learning, children appreciate aspects of collaborative learning.

Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics

“…The present research offers us a contrast, as far as the study variables are concerned, between the traditional-expositive method with respect to the collaborative method, given that all of them were superior in the experimental group with respect to the control group. This allows us to affirm that the collaborative method, using the Harry Potter theme, is more effective in comparison with the traditional method for teaching geometrically related content, as already pointed out by other researchers [39,40]. Furthermore, as can also be seen in other works, the collaborative method generated improvements in the attitudinal dimension [52], focusing on motivation [44,51], autonomy [49], collaboration [41,42], participation [50], resolution [47], and class time.…”

“…This research will focus on the study of attitudinal and mathematical dimensions. The choice of these dimensions is justified in the analysis of previous works reported from the impact literature, where the influence caused by the application of collaborative learning in the pedagogical development of mathematics is studied [39][40][41][42][43][44][45][46][47][48][49][50][51][52][53][54][55]. Therefore, in order to follow the path followed in previous research, we have chosen to make use of these two dimensions.…”

“…The collaborative group requires mainly group projects [31], joint problem solving [32], discussions [33], and study teams [34], among others.Certain studies show that social interactions do not emerge in the moment, but require a period of time in order to develop adequately [35], in addition to prior pedagogical training by teachers [36]. However, among the drawbacks of this method is the possible lack of commitment among the members of the group [37], an aspect that must be taken into account in order to overcome it if success is to be achieved in the training process [38].The collaborative teaching method, which is positively valued by students [39,40], improves interactions and communications among students [41,42]; encourages peer communication; and increases attitude [43], motivation [44], sense of community [45,46], the resolution of activities [47], the state of mind of the student [48], and autonomy [49], actively involving them in their learning process [50].In the area of mathematics, the collaborative method is motivating for students [51], improving their attitude towards the teaching and learning process [52], as well as their competence in problem solving and study skills [53,54], although there is no evidence of improvement in students' grades [55].In addiction, the scientific production that studies collaborative learning in the field of mathematics, there are studies that have shown that this method can improve the conditions for solving mathematical problems [54] or improve the dialectical capacity to explain the different steps taken to solve a problem or to explain the mathematical solutions obtained [51], or that teachers require adequate pedagogical skills to be able to use the collaborative learning, given that, if they do not have them, the method tends to fail [37].…”

“…The collaborative teaching method, which is positively valued by students [39,40], improves interactions and communications among students [41,42]; encourages peer communication; and increases attitude [43], motivation [44], sense of community [45,46], the resolution of activities [47], the state of mind of the student [48], and autonomy [49], actively involving them in their learning process [50].…”

A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition

“…Interestingly, this type of teaching method is normally positively viewed by students [28,29], due to the fact that it improves interactions and contact with teachers [30,31], promotes communication amongst equals [32], motivation [33], community membership [34], the development of activities [35], interest [36], autonomy [37], and an active participation in the process of learning [38].…”