The effects of teacher discourse on students’ discourse, problem-solving and reasoning during cooperative learning

Gillies, R. and Khan, A. (2008) The effects of teacher discourse on students’ discourse, problem-solving and reasoning during cooperative learning. International Journal of Educational Research, 47 6: 323-340. doi:10.1016/j.ijer.2008.06.001

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Author Gillies, R.
Khan, A.
Title The effects of teacher discourse on students’ discourse, problem-solving and reasoning during cooperative learning
Journal name International Journal of Educational Research   Check publisher's open access policy
ISSN 0883-0355
Publication date 2008-01-01
Sub-type Article (original research)
DOI 10.1016/j.ijer.2008.06.001
Open Access Status Not yet assessed
Volume 47
Issue 6
Start page 323
End page 340
Total pages 18
Editor N. Mercer
Place of publication United Kingdom
Publisher Elsevier
Language eng
Subject 130309 Learning Sciences
930102 Learner and Learning Processes
C1
Abstract The study sought to determine if teachers who are taught specific communication skills designed to challenge students' cognitive and metacognitive thinking during cooperative learning use more challenging and scaffolding behaviours to mediate students' learning than teachers who implement cooperative learning or small-group work who have not been taught these skills. The study involved 51 teachers in three conditions (cooperative + communication conditions; cooperative condition, group-work condition) and two groups of students from each of the above teachers' classes. The results show that the teachers in the cooperative + communication condition used significantly more challenging and scaffolding behaviours than teachers in the group-work condition but not more than the teachers in the cooperative condition. The study also showed that the children in the cooperative + communication condition provided significantly more elaborative and help-giving behaviours to group members than peers in the other two conditions and they obtained higher scores on the follow-up reasoning and problem-solving activities than their peers in the group-work condition.
Keyword Communication
Cooperative
Group-work condition
Problem-solving activities
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2009 Higher Education Research Data Collection
School of Education Publications
 
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Created: Wed, 15 Apr 2009, 19:36:02 EST by Rebecca Donohoe on behalf of School of Education