Cooperative Learning in Science: Follow-Up from Primary to High School

Autor/inn/en	Thurston, Allen; Topping, Keith J.; Tolmie, Andrew; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10