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Autor/inn/en | Thurston, Allen; Topping, Keith J.; Tolmie, Andrew; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline |
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Titel | Cooperative Learning in Science: Follow-Up from Primary to High School |
Quelle | In: International Journal of Science Education, 32 (2010) 4, S.501-522 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
Schlagwörter | Cooperative Learning; Teaching Methods; Student Attitudes; Science Instruction; Elementary School Science; Secondary School Science; Comparative Analysis; Cognitive Development; Social Development; Affective Behavior; Transitional Programs; Foreign Countries; Science Achievement; Urban Schools; Rural Schools; Attitude Measures; United Kingdom (Scotland) Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kognitive Entwicklung; Soziale Entwicklung; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen |
Abstract | 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. (Contains 3 tables and 1 figure.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |