Cooperative Learning in Science: Follow-up from primary to high school


Autoria(s): Thurston, Allen; Topping, Keith J.; Tolmie, Andrew; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline
Data(s)

01/03/2010

Resumo

This paper reports a two-year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science, and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary schools to 16 high schools. Cognitive, affective, and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.

Identificador

http://pure.qub.ac.uk/portal/en/publications/cooperative-learning-in-science-followup-from-primary-to-high-school(1e540872-0fef-42b5-92f1-98ff32042093).html

http://dx.doi.org/10.1080/09500690902721673

Idioma(s)

eng

Direitos

info:eu-repo/semantics/restrictedAccess

Fonte

Thurston , A , Topping , K J , Tolmie , A , Christie , D , Karagiannidou , E & Murray , P 2010 , ' Cooperative Learning in Science: Follow-up from primary to high school ' International Journal of Science Education , vol 32 , no. 4 , pp. 501-522 . DOI: 10.1080/09500690902721673

Palavras-Chave #Cooperative learning; Primary school; Secondary school; Science education
Tipo

article