Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/981
Appears in Collections:School of Education Journal Articles
Peer Review Status: Refereed
Title: Peer learning in primary school science:Theoretical perspectives and implications for classroom practice
Authors: Thurston, Allen
van, de Keere Kristof
Topping, Keith J
Kosack, Walter
Gatt, Suzanne
Marchal, Jean
Mestdagh, Nele
Schmeinck, Daniela
Sidor, W
Donnert, K
Contact Email: allen.thurston@stir.ac.uk
Keywords: peer learning
science
cognitive psychology
Issue Date: Dec-2007
Publisher: Education & Psychology (E&P), I+D+i
Citation: Thurston A, van de Keere K, Topping KJ, Kosack W, Gatt S, Marchal J, Mestdagh N, Schmeinck D, Sidor W & Donnert K (2007) Peer learning in primary school science:Theoretical perspectives and implications for classroom practice, Electronic Journal of Research in Educational Psychology, 5(3) (13), pp. 477-496.
Abstract: This article examines cognitive models of peer learning in school and the implications that these models have for the teaching of science in primary schools. The article is a product of the European Commission, Socrates Comenius 2.1 funded project ‘The Implementation of Scientific Thinking in (Pre) Primary Schools Settings (STIPPS)’ project (www.stipps.info). It reviews literature and examines the models developed to exemplify Piagetian and Vygotskian cognitive models of peer learning. The role that metacognition and affective development play in the peer learning process is explored. Research regarding the implementation of peer learning in school contexts is reviewed and recommendations are made as to a critical typology for the organisation and structure of peer learning in primary school science are made. The article provides a link between cognitive models of peer learning in primary school science and the classroom implementation of such models. The implications for continuing professional development of teachers in respect of the use of peer learning in science are explored and recommendations in this respect are made.
Type: Journal Article
URI: http://hdl.handle.net/1893/981
URL: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php?13
Rights: The publisher has granted permission for use of this article in this Repository. The article was first published in the Electronic Journal of Research in Educational Psychology by Education & Psychology (E&P), I+D+i.
Affiliation: Education - Research
Catholic Polytechnic of South-West-Vlaanderen
University of Dundee
University of Education, Karlsruhe
University of Malta
Academic Inspection of Meurthe and Moselle
Catholic Polytechnic of South-West-Vlaanderen
University of Education, Karlsruhe
Teacher Training Center in Lomza
Liverpool Hope University

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