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

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.

Cooperative learning in science:Intervention in the secondary school

The use of cooperative learning in secondary school is reported - an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12-14 years in nine secondary schools, taught by 12 self-selected teachers. Comparison pupils came from both intervention and comparison schools (n = 385). Intervention teachers attended three continuing professional development days, in which they received information, engaged with resource packs and involved themselves in cooperative learning. Measures included both general and specific tests of science, attitudes to science, sociometry, self-esteem, attitudes to cooperative learning and transferable skills (all for pupils) and observation of implementation fidelity. There were increases during cooperative learning in pupil formulation of propositions, explanations and disagreements. Intervened pupils gained in attainment, but comparison pupils gained even more. Pupils who had experienced cooperative learning in primary school had higher pre-test scores in secondary education irrespective of being in the intervention or comparison group. On sociometry, comparison pupils showed greater affiliation to science work groups for work, but intervention pupils greater affiliation to these groups at break and out of school. Other measures were not significant. The results are discussed in relation to practice and policy implications. © 2011 Taylor & Francis.

Group work in elementary science:Towards organisational principles for supporting pupil learning

Group work has been promoted in many countries as a key component of elementary science. However, little guidance is given as to how group work should be organised, and because previous research has seldom been conducted in authentic classrooms, its message is merely indicative. A study is reported, which attempts to address these limitations. Twenty-four classes of 10-12-year-old pupils engaged in programmes of teaching on evaporation and condensation, and force and motion. Both programmes were delivered by classroom teachers, and made extensive use of group work. Pupil understanding progressed from pre-tests prior to the programmes to post-tests afterwards, and results suggest that group work played a critical role. Organisational principles are extrapolated from the findings, which could be readily adopted in classrooms. © 2007 Elsevier Ltd. All rights reserved.

Using Cooperative Learning to Engage Students in Science

Cooperative learning can actively engage students in school science, stimulating curiosity and improving attitudes and motivation. Allen Thurston discusses the roles teachers and students can play to maximize its potential.

Effective Teaching and Learning of Science in the Outdoors: A Blended Model

This paper reports on an innovative Continuing Professional Development (CPD) programme which addressed transition issues and issues with conducting outdoor work and attitudes towards science through ‘Shared Learning' days between elementary and middle school transition classes. Teachers supported each other to overcome issues with conducting outdoor work and contributed their expertise from their educational stage. The project utilised a blended CPD approach of workshops, coteaching and in-class support and was based upon a wealth earlier successful CPD programmes to result in a sound theoretical framework.
The outcomes were measured using a thorough mixed-methods approach. This paper will report on the achieved outcomes with effective outdoor learning as the vehicle to overcome identified issues and key challenges for policy development.

Learning to read with a critical eye: cultivating discerning readers of media reports with a science component.

It is important for young people to be able to read science-related media reports with discernment. ‘Getting Newswise’ was a research project designed to enable science and English teachers, working collaboratively, to equip pupils through the curriculum with critical reading skills appropriate for science news. Phase one of the study found that science and English teachers respond differently to science news articles and eight categories of critical response were identified. These findings informed phase two, in which classroom activities were devised whereby pupils examined, evaluated and responded to science-related news reports. Science-English collaboration had positive outcomes for pupil understanding

Enlivening, Invigorating & Enhancing Science:This session explores learning from a range of Primary Science Teaching Trust projects focused on invigorating the experience of children, teachers and whole school communities with primary science.

This session will provide you with opportunity to find out what is being achieved and explore the implications for your own practice.

Teaching and cognitive outcomes in A-levels and Advanced GNVQ's: Case studies from Science and Business Studies Classrooms

The purpose of the paper is to demonstrate how a research diary methodology, designed to analyse A-level and GNVQ classrooms, can be a powerful tool for examining pedagogy and quality of learning at the level of case study. Two subject areas, science and business studies, are presented as cases. Twelve teachers and thirty-four students were studied over a four-week period in May 1997 and contrasts were drawn between lessons from three A-level physics teachers/three Advanced GNVQ science teachers and two A-level business/economics teachers/four Advanced GNVQ business teachers. Lessons were analysed within a cognitive framework which distinguishes between conceptual and procedural learning and emphasizes the importance of metacognition and epistemological beliefs. Two dimensions of lessons were identified: pedagogical activities (e.g. teacher-led explanation, teacher-led guidance on a task, question/answer sessions, group discussions, working with IT) and cognitive outcomes (e.g. structuring and memorizing facts, understanding concepts and arguments, critical thinking, problem-solving, learning core skills, identifying values). Immediately after each lesson, teachers and students (three per class) completed structured research diaries with respect to the above dimensions. Data from the diaries reveal general and unique features of the lessons. Time-ofyear effects were evident (examinations pending in May), particularly in A-level classrooms. Students in business studies classes reported a wider range of learning activities and greater variety in cognitive outcomes than did students in science classes. Science students self-rating of their ability to manage and direct their own learning was generally low. The phenomenological aspects of the classrooms were consistently linked to teachers' lesson plans and what their teaching objectives were for those particular students at that particular time of the year.

Evaluating the quality of learning in Computer Supported Co-operative Learning

Can learning quality be maintained in the face of increasing class size by the use of Computer Supported Co-operative Learning (CSCL) technologies? In particular, can Computer-Mediated Communication promote critical thinking in addition to surface information transfer? We compared face-to-face seminars with asynchronous computer conferencing in the same Information Management class. From Garrison's theory of critical thinking and Henri's critical reasoning skills, we developed two ways of evaluating critical thinking: a student questionnaire and a content analysis technique. We found evidence for critical thinking in both situations, with some subtle differences in learning style. This paper provides an overview of this work.