Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/961
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Group work in elementary science: Towards organisational principles for supporting pupil learning
Authors: Howe, Christine
Tolmie, Andrew Kenneth
Thurston, Allen
Topping, Keith J
Christie, David
Livingston, Kay
Jessiman, Emma
Donaldson, Caroline
Contact Email: allen.thurston@stir.ac.uk
Keywords: cooperative learning
elementary school
groupwork
Issue Date: Oct-2007
Citation: Howe C, Tolmie AK, Thurston A, Topping KJ, Christie D, Livingston K, Jessiman E & Donaldson C (2007) Group work in elementary science: Towards organisational principles for supporting pupil learning, Learning and Instruction, 17 (5), pp. 549-563.
Abstract: 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 10e12-yearold 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.
URL: http://www.sciencedirect.com/science/journal/09594752
DOI Link: http://dx.doi.org/10.1016/j.learninstruc.2007.09.004
Rights: Published in Learning and Instruction by Elsevier.

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