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

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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.

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

Urheber*in: Thurston, Allen; Topping, Keith J; Tolmie, Andrew; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline

Free access - no reuse

Extent: Seite(n): 501-522

Language: Englisch

Notes: Status: Postprint; begutachtet (peer reviewed)

Bibliographic citation: International Journal of Science Education, 32(4)

Subject: Bildung und Erziehung
Unterricht, Didaktik

Event: Geistige Schöpfung

(who): Thurston, Allen
Topping, Keith J
Tolmie, Andrew
Christie, Donald
Karagiannidou, Eleni
Murray, Pauline

Event: Veröffentlichung

(where): Vereinigtes Königreich

(when): 2010

DOI: https://doi.org/10.1080/09500690902721673

URN: urn:nbn:de:0168-ssoar-220441

Rights: GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln

Last update: 21.06.2024, 4:27 PM CEST

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Object type

Zeitschriftenartikel

Associated

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

Time of origin

2010

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