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dc.contributor.authorThurston, Allenen_UK
dc.contributor.authorvan de Keere, Kristofen_UK
dc.contributor.authorTopping, Keith Jen_UK
dc.contributor.authorKosack, Walteren_UK
dc.contributor.authorGatt, Suzanneen_UK
dc.contributor.authorMarchal, Jeanen_UK
dc.contributor.authorMestdagh, Neleen_UK
dc.contributor.authorSchmeinck, Danielaen_UK
dc.contributor.authorSidor, Wen_UK
dc.contributor.authorDonnert, Ken_UK
dc.description.abstractThis 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 ( 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.en_UK
dc.publisherEducation & Psychology (E&P), I+D+ien_UK
dc.relationThurston 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.
dc.rightsThe 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.en_UK
dc.subjectpeer learningen_UK
dc.subjectcognitive psychologyen_UK
dc.subjectPeer-group tutoring of studentsen_UK
dc.subjectCognitive learningen_UK
dc.subjectLearning, Psychology ofen_UK
dc.titlePeer learning in primary school science:Theoretical perspectives and implications for classroom practiceen_UK
dc.typeJournal Articleen_UK
dc.citation.jtitleElectronic Journal of Research in Educational Psychologyen_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.contributor.affiliationCatholic Polytechnic of South-West-Vlaanderenen_UK
dc.contributor.affiliationUniversity of Dundeeen_UK
dc.contributor.affiliationUniversity of Education, Karlsruheen_UK
dc.contributor.affiliationUniversity of Maltaen_UK
dc.contributor.affiliationAcademic Inspection of Meurthe and Moselleen_UK
dc.contributor.affiliationCatholic Polytechnic of South-West-Vlaanderenen_UK
dc.contributor.affiliationUniversity of Education, Karlsruheen_UK
dc.contributor.affiliationTeacher Training Center in Lomzaen_UK
dc.contributor.affiliationLiverpool Hope Universityen_UK
rioxxterms.typeJournal Article/Reviewen_UK
local.rioxx.authorThurston, Allen|en_UK
local.rioxx.authorvan de Keere, Kristof|en_UK
local.rioxx.authorTopping, Keith J|en_UK
local.rioxx.authorKosack, Walter|en_UK
local.rioxx.authorGatt, Suzanne|en_UK
local.rioxx.authorMarchal, Jean|en_UK
local.rioxx.authorMestdagh, Nele|en_UK
local.rioxx.authorSchmeinck, Daniela|en_UK
local.rioxx.authorSidor, W|en_UK
local.rioxx.authorDonnert, K|en_UK
local.rioxx.projectInternal Project|University of Stirling|
Appears in Collections:Faculty of Social Sciences Journal Articles

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