Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work

Gillies, Robyn M. and Haynes, Michele (2011) Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work. Instructional Science, 39 3: 349-366. doi:10.1007/s11251-010-9130-9


Author Gillies, Robyn M.
Haynes, Michele
Title Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work
Journal name Instructional Science   Check publisher's open access policy
ISSN 0020-4277
1573-1952
Publication date 2011-05
Year available 2010
Sub-type Article (original research)
DOI 10.1007/s11251-010-9130-9
Volume 39
Issue 3
Start page 349
End page 366
Total pages 18
Place of publication Amsterdam, The Netherlands
Publisher Springer
Collection year 2011
Language eng
Subject C1
Abstract The present study builds on research that indicates that teachers play a key role in promoting those interactional behaviours that challenge children’s thinking and scaffold their learning. It does this by seeking to determine whether teachers who implement cooperative learning and receive training in explicit strategic questioning strategies demonstrate more verbal behaviours that mediate children’s learning than teachers who implement cooperative learning only. The study also sought to determine whether students who receive training in explicit questioning strategies demonstrate more explanatory behaviour than their untrained peers, and, as a consequence, do these same students demonstrate more advanced reasoning and problem-solving skills on follow-up reasoning and problem-solving tasks. The study involved 31 teachers in two conditions, the cooperative + strategic questioning condition and the cooperative condition, and two groups of students from each teacher’s classroom. The results show that the teachers in the cooperative + strategic questioning condition used significantly more mediating behaviours than their peers in the cooperative condition. The study also showed that the children in these teachers’ classes engaged in more elaboration and obtained significantly higher scores on the follow-up reasoning and problem-solving tasks. The study demonstrates the importance of explicitly teaching strategic questioning strategies to children during cooperative learning.
Keyword Cooperative learning
Explanatory behaviour
Problem solving and reasoning
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online: 11 March 2010

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2011 Collection
ERA 2012 Admin Only
School of Education Publications
 
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Created: Tue, 28 Sep 2010, 15:35:55 EST by Claire Backhouse on behalf of School of Education