Impact of Instructional Decisions on the Effectiveness of Cooperative Learning in Chemistry through Meta-Analysis

Autor/inn/en	Apugliese, Andrew; Lewis, Scott E.
Titel	Impact of Instructional Decisions on the Effectiveness of Cooperative Learning in Chemistry through Meta-Analysis
Quelle	In: Chemistry Education Research and Practice, 18 (2017) 1, S.271-278 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c6rp00195e
Schlagwörter	Chemistry; Science Instruction; Meta Analysis; Cooperative Learning; Scientific Concepts; Concept Formation; Teaching Methods; Student Evaluation; Evaluation Methods; Instructional Effectiveness; Secondary School Science; High Schools; College Science; Statistical Analysis + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Meta-analysis; Metaanalyse; Kooperatives Lernen; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Unterrichtserfolg; High school; Oberschule; Statistische Analyse
Abstract	Meta-analysis can provide a robust description of the impact of educational reforms and also offer an opportunity to explore the conditions where such reforms are more or less effective. This article describes a meta-analysis on the impact of cooperative learning on students' chemistry understanding. Modifiers in the meta-analysis are purposefully chosen to model instructors' decisions in implementing cooperative learning. Modifiers investigated include: using cooperative learning periodically or in every class period; setting a maximum group size at four or smaller versus five or larger; using closed-ended or open-ended assessments; and assessing a single topic or assessing the cumulative topics in the course. The results showed cooperative learning's effectiveness is robust across a wide range of instructional decisions except no evidence of effectiveness was found with cumulative assessments. The overall results from the meta-analysis provide a benchmark for evaluating future efforts to evaluate pedagogical interventions in chemistry. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01