The effects of cooperative learning on junior high school students' behaviours, discourse and learning during a science-based learning activity

Gillies, R. (2008) The effects of cooperative learning on junior high school students' behaviours, discourse and learning during a science-based learning activity. School Psychology International, 29 3: 328-347. doi:10.1177/0143034308093673


Author Gillies, R.
Title The effects of cooperative learning on junior high school students' behaviours, discourse and learning during a science-based learning activity
Journal name School Psychology International   Check publisher's open access policy
ISSN 0143-0343
Publication date 2008-01-01
Year available 2008
Sub-type Article (original research)
DOI 10.1177/0143034308093673
Open Access Status
Volume 29
Issue 3
Start page 328
End page 347
Total pages 20
Editor McLoughlin, C. S.
Burden, R. L.
Place of publication United Kingdom
Publisher Sage Publication Ltd.
Language eng
Subject 130309 Learning Sciences
930102 Learner and Learning Processes
C1
Abstract The study investigated the effects of structured and unstructured cooperating groups on students' behaviours, discourse and learning in junior high school. One hundred and sixty-four grade 9 students participated in the study. The students were videotaped as they worked in three to four person, mixed-gender and ability groups on a science-based categorization activity. The results show that the students in structured cooperating groups demonstrated more cooperative and helping behaviours such as giving more elaborated help and guided directions to assist understanding than their peers in the unstructured groups. Moreover, they demonstrated more complex thinking and problem-solving skills both in their discourse and their responses on the follow-up learning probe. These findings are discussed in the context of the importance of structuring cooperative learning experiences if students are to attain the benefits widely attributed to this approach to learning.
Keyword Psychology, Educational
Psychology
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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Citation counts: TR Web of Science Citation Count  Cited 31 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 36 times in Scopus Article | Citations
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Created: Wed, 15 Apr 2009, 19:59:31 EST by Rebecca Donohoe on behalf of School of Education