|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|
Tolmie, Andrew Kenneth
Topping, Keith J
|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.|
|Rights:||Published in Learning and Instruction by Elsevier.|
|SCOTSPRinG Paper Rev.doc||202 kB||Microsoft Word||View/Open|
|SCOTSPRinG Paper Rev.pdf||111.9 kB||Adobe PDF||View/Open|
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