Cooperative learning in science: follow-up from primary to high school

[journal article]

Thurston, Allen; Topping, Keith J; Tolmie, Andrew; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline

fulltextDownloadDownload full text

(308 KByte)

Citation Suggestion

Please use the following Persistent Identifier (PID) to cite this document:http://nbn-resolving.de/urn:nbn:de:0168-ssoar-220441

Further Details
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 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.
Classification Curriculum, Teaching, Didactics
Free Keywords Cooperative learning; Primary school; Secondary school; Science education
Document language English
Publication Year 2010
Page/Pages p. 501-522
Journal International Journal of Science Education, 32 (2010) 4
DOI http://dx.doi.org/10.1080/09500690902721673
Status Postprint; reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)
top