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

Christie, D. and Karagiannidou, E. (2010) Cooperative learning in science: follow-up from primary to high school. International Journal of Science Education, 32 (4). pp. 501-522. ISSN 0950-0693

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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 schools 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.

Item type: Article
ID code: 20618
Keywords: cooperative learning, primary school, secondary school, science education, Secondary Education. High schools, Primary Education, Education
Subjects: Education > Theory and practice of education > Secondary Education. High schools
Education > Theory and practice of education > Primary Education
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Related URLs:
Depositing user: Mrs Marie Henderson
Date Deposited: 15 Jun 2010 11:13
Last modified: 27 Mar 2014 09:03
URI: http://strathprints.strath.ac.uk/id/eprint/20618

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