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1.
Students in a physical sciences course were introduced to cooperative learning at the University of Queensland, Gatton Campus. Groups of four to five students worked together in tutorial and practical sessions. Mid-term and practical examinations were abolished and 40% of total marks were allocated to the cooperative learning activities. A peer- and self-assessment system was successfully adapted to account for individual performance in cooperative learning group assignments. The results suggest that cooperative learning was very well received by students, and they expressed willingness to join cooperative learning groups in other courses. In addition, cooperative learning offered many benefits to students in terms of graduate attributes such as teamwork, communication, lifelong learning and problem-solving.  相似文献   

2.
Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises.  相似文献   

3.
This study evaluated the effects of cooperative learning on students' verbal interaction patterns and achievement in a conceptual change instructional model in secondary science. Current conceptual change instructional models recognize the importance of student–student verbal interactions, but lack specific strategies to encourage these interactions. Cooperative learning may provide the necessary strategies. Two sections of low-ability 10th-grade students were designated the experimental and control groups. Students in both sections received identical content instruction on the particle model of matter using conceptual change teaching strategies. Students worked in teacher-assigned small groups on in-class assignments. The experimental section used cooperative learning strategies involving instruction in collaborative skills and group evaluation of assignments. The control section received no collaborative skills training and students were evaluated individually on group work. Gains on achievement were assessed using pre- and posttreatment administrations of an investigator-designed short-answer essay test. The assessment strategies used in this study represent an attempt to measure conceptual change. Achievement was related to students' ability to correctly use appropriate scientific explanations of events and phenomena and to discard use of naive conceptions. Verbal interaction patterns of students working in groups were recorded on videotape and analyzed using an investigator-designed verbal interaction scheme. The targeted verbalizations used in the interaction scheme were derived from the social learning theories of Piaget and Vygotsky. It was found that students using cooperative learning strategies showed greater achievement gains as defined above and made greater use of specific verbal patterns believed to be related to increased learning. The results of the study demonstrated that cooperative learning strategies enhance conceptual change instruction. More research is needed to identify the specific variables mediating the effects of cooperative learning strategies on conceptual change learning. The methods employed in this study may provide some of the tools for this research.  相似文献   

4.
Research on expertise suggests that a critical aspect of expert understanding is knowledge of the relations between domain principles and problem features. We investigated two instructional pathways hypothesized to facilitate students’ learning of these relations when studying worked examples. The first path is through self-explaining how worked examples instantiate domain principles and the second is through analogical comparison of worked examples. We compared both of these pathways to a third instructional path where students read worked examples and solved practice problems. Students in an introductory physics class were randomly assigned to one of three worked example conditions (reading, self-explanation, or analogy) when learning about rotational kinematics and then completed a set of problem solving and conceptual tests that measured near, intermediate, and far transfer. Students in the reading and self-explanation groups performed better than the analogy group on near transfer problems solved during the learning activities. However, this problem solving advantage was short lived as all three groups performed similarly on two intermediate transfer problems given at test. On the far transfer test, the self-explanation and analogy groups performed better than the reading group. These results are consistent with the idea that self-explanation and analogical comparison can facilitate conceptual learning without decrements to problem solving skills relative to a more traditional type of instruction in a classroom setting.  相似文献   

5.
In this study, the effects of a form of cooperative group instruction (Student Teams Achievement Divisions) on student motivation and achievement in a high school geometry class were examined. Eighty students were randomly assigned to either a control group receiving traditional instruction or one of two treatment groups receiving cooperative learning instruction. Geometry achievement was assessed using scores from the IOWA Test of Basic Skills and teacher-made exams. An 83-item questionnaire was used as a pretest, posttest, and post-posttest assessment of efficacy, intrinsic valuing, goal orientation, and cognitive processing. Students in the cooperative treatment groups exhibited significantly greater gains than the control group in geometry achievement, efficacy, intrinsic valuing of geometry, learning goal orientation, and reported uses of deep processing strategies. The implications for cooperative group structures and motivation theory are discussed.  相似文献   

6.
More than two-thirds of students living in U.S. low-income urban areas have not demonstrated basic levels of math achievement. Teachers are confronted with a difficult task of meeting the needs of an increasingly academically diverse population of urban students. There is a well-confirmed knowledge base on effective instruction, but teachers need massive amounts of information for effective, sustainable improvement and data-driven decision making. The bottleneck to improving teaching and learning is a lack of systematic, usable information on individual student performance and progress at the classroom level.

We examined the effect of adding a computerized curriculum-based instructional management system as an enhancement to ongoing math instruction. Two math tests were used to contrast performance gains for students in the treatment group in comparison to two control groups: a same-school math instruction-only group, and a randomly selected district-wide math instruction-only group. Teachers in our experimental group implemented the treatment with varying degrees of fidelity, so we examined the impact of the level of implementation on student performance. We also examined the extent to which the treatment worked differently for high, middle, and low achieving students.

There were positive outcomes for students in classrooms in which teachers used the instructional management system (Accelerated Math [AM]). In fact, students enrolled in classrooms where teachers implemented the AM intervention to a greater degree benefitted the most. Gains in math performance were consistent for high, middle, and low performing students. Use of a computerized instructional management system enabled teachers to differentiate instruction, make instructional adaptations for students of all ability levels, and provide students with relevant practice and immediate informed feedback. It also resulted in significant gains in math achievement.  相似文献   

7.
This chapter presents the results of a study of computer-based integrated learning systems at two elementary schools using different vendors' ILS software. The research design incorporated same-classroom pretest-matched controls in which one-half of each class used the ILS for mathematics while the other half used it for reading. Overall effects at both schools were not strongly different from zero. However, a curvilinear pattern of effects occurred at one school in math and at the other in reading. In these situations, students at the top and the bottom of their school's prior achievement distribution did better when using ILSs, and students in the middle did better with only traditional instruction provided to them. The results are interpreted as challenging the practicality of individualized instructional approaches. Such approaches require teachers to be attentive to many different learning activities simultaneously. To accomplish a greater integration of ILS and teacher-directed activity, ILS use should incorporate several features: some teacher-directed lessons followed by whole-class (not individualized) computer use, teacher-led remediation of small groups based on system-supplied information making the formation of such groups easily done, and the establishment of heterogeneous student teams that provide motivation for accomplishment and for peer assistance.  相似文献   

8.
Participants in the present study were 87 college students who learned about botany using an agent-based instructional program with three different learning approaches: individual, jigsaw, or cooperative learning. Results showed no differences among learning approaches on retention. Students in jigsaw groups reported higher cognitive load during learning than students who learned individually; scored lower on a problem-solving transfer test than students in individual and cooperative learning groups; and were less likely to produce elaborated explanations and co-construct knowledge with their peers than students in cooperative groups. Students in cooperative groups reported higher situational interest than their counterparts. Implications for cooperative and individual meaning making in agent-based instructional programs are discussed and future research directions are suggested.  相似文献   

9.
This study conducted at a suburban community college tested a method of conceptual change in which treatment students worked in small cooperative groups on tasks aimed at eliciting their misconceptions so that they could then be discussed in contrast to the scientific conceptions that had been taught in direct instruction. Categorizations of student understanding of the target concepts of the laws of conservation of matter and energy and aspects of the particulate nature of gases, liquids, and solids were ascertained by pre- and posttesting. Audiotapes of student verbal interaction in the small groups provided quantitative and qualitative data concerning student engagement in behaviors suggestive of the conditions posited to be part of the conceptual change process (Posner, Strike, Hewson & Gertzog, 1982). Chi-square analysis of posttests indicated that students in treatment groups had significantly lower (p < 0.05) proportion of misconceptions than control students on four of the five target concepts. Students who exhibited no change in concept state had a higher frequency of verbal behaviors suggestive of “impeding” conceptual change when compared to students who did change. Three factors emerged from qualitative analysis of group interaction that appeared to influence learning: (a) many students had flawed understanding of concepts that supported the target concepts; (b) student views towards learning science affected their engagement in assigned tasks, (c) “good” and “poor” group leaders had a strong influence on group success.  相似文献   

10.
The purpose of the study was to investigate the metacognitive abilities of students with LD as they engage in math problem solving and to determine processing differences between these students and their low- and average-achieving peers (n = 73). Students thought out loud as they solved three math problems of increasing difficulty. Protocols were coded and analyzed to determine frequency of cognitive verbalizations and productive and nonproductive metacognitive verbalizations. Results indicated different patterns of metacognitive activity for ability groups when type of metacognitive verbalization and problem difficulty were considered. Implications for instruction are discussed.  相似文献   

11.
The effects of studying alone or in cooperative learning groups on high- and average-ability students were investigated. Also examined were the effects of completing computer-based instruction using either a learner- or program-control version of a lesson. A total of 175 fourth-grade students were classified as being of high or average ability and randomly assigned to paired or individual treatments stratified by ability. Students completed training to enhance small-group interaction before completing a computer-based tutorial and a posttest. Following cooperative learning, students demonstrated increased achievement and efficiency as well as better attitudes toward both the computer lesson and grouping. Students completed more practice items and examples in program-control treatments than in learner-control treatments. However, the form of lesson control did not affect students' achievement or attitudes.  相似文献   

12.
The purpose of this study is to differentiate the effect of cooperative learning strategy integrated with a flipped learning (FL) model from sole FL implementation in promoting students’ performances while decreasing their social and computer anxiety in an undergraduate course. As a method, a classical experimental design is used. The participants were from the department of English Language and Literature, and Translation and Interpretation. Students were randomly assigned to individual FL (the control group) class; and FL with cooperative activities (experimental group) class. The groups were randomly assigned as experimental and control by tossing a coin. The implementation took 10 weeks. Students’ performances (grades), social anxiety, and computer anxiety were dependent variables of the study and they were compared through multivariate analysis of variance. The results indicated that there is no significant mean difference between groups’ performances; however; the group of FL with cooperative activities had less social anxiety, but no significant change occurred at their computer anxiety level.  相似文献   

13.
This study examined the problem of assessing group process in a collaborative problem‐solving situation. Students in seven collaborative groups worked on a two‐part math and logic problem—first individually, then in groups, and finally, individually again. Groups engaging in behaviors that facilitated collaboration obtained higher group and individual accuracy scores on a challenging problem set. High‐achieving students were influential in group problem‐solving outcomes. Group scores did not reflect the individual achievement of low‐achieving students. Examining collaborative group process and outcomes offers a new direction in functional and contextualized assessment for school psychologists. © 2001 John Wiley & Sons, Inc.  相似文献   

14.
A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study. The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students. Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to provide specific assignments and individual contributions from each group member. Cognitive as well as social benefits are expected, as students clarify their own understanding and share their insights and ideas with each other as they interact within the group (Deutsch, 1949). Experiments in the science laboratory have always required students to work in groups of two to four, due to the constraints of experimental processes and limited equipment and sup- plies. Thus, science courses are a natural curriculum area for examining cooperative learning practices. Now that cooperative methods are being refined to develop particular capabilities in the students, science teachers need to examine ways of structuring specific tasks to achieve the academic, affective, and socialization goals for their students. Although most of the studies of cooperative learning in the high school science classroom have centered around the cognitive outcomes of achievement testing and process skills, affective and social outcomes are also significant with students of this age. But few studies in science classes have attempted to assess such aspects of students' progress. As part of a previous revision, the science faculty at the high school where this study was conducted developed an exemplary individualized mastery learning (1ML) program for teaching science. This program seemed to alleviate the severe motivational problems and the extreme individual differences among the students in this rural/bhe-collar community. Students learned to work independently on their science studies. They had almost no lectures and few large group activities. As they worked through their assignments, however, they were free to interdct with other students. Looking in on a typical class, one would see several clusters of two or three students working together, sometimes tutoring each other, sometimes just talking through an assignment. Yet at least half of the class members would be working all alone. The importance of the overall social setting in the classroom as it relates to learning (Bruner, 1986, p. 86) and the central function of social interaction as learning occurs (Vygotsky, 1978, p. 106) seemed to have been ignored. Therefore, group mastery learning (GML), a cooperative learning tech- nique, was suggested as an antithesis to IML for teaching science over short periods. The cooperative mode of instruction considers learning as a cognitive as well as a social process, where students interact with each other as well as the teacher. To bring the social dimension back to science classrooms, the researchers chose to imple- ment GML in Grades 1 I and 12. The goal of the study was to investigate the GML's impact of the method on the individual student's academic achievement, creativity, self-esteem, and number of friends and on the overall learning environment of the classrooms. The researchers were also concerned with the students' attitudes toward earth science, the course being taught at the time of the experiment. Both cognitive and affective outcomes for students who participated in the cooperative GML approach were compared with outcomes for students who studied the same topic in an IML approach. The study addressed a number of questions related to academic and nonacademic outcomes of the two methods of study. First, it sought to determine whether academic achievement of the students taught in the cooperative GML mode would be different from the achievement of students who learned in an individualized method. Second, it sought to determine whether gains or losses would be seen in nonacademic outcomes, such as classroom learning environment, social relations, and students' self-esteem experienced by the students. The results of this study may support more use of cooperative learning in high school science.  相似文献   

15.
The present study was conducted to investigate the degree of effectiveness of cooperative learning instruction over a traditional approach on 11th grade students' understanding of electrochemistry. The study involved forty-one 11th grade students from two science classes with the same teacher. To determine students' misconceptions concerning electrochemistry, the Electrochemistry Concept Test consisting of 8 open-ended and 12 multiple-choice questions was used as a pre-test and some students were interviewed. According to the results, twenty-four misconceptions (six of them initially identified) about electrochemistry were identified. The classrooms were randomly assigned to a control group (traditional instruction, 21 students) and an experimental group (cooperative learning based on a constructivist approach, 20 students). After instruction, the same test was administered to both groups as a post-test. The results from the t-test indicated that the students who were trained using cooperative learning instruction had significantly higher scores in terms of achievement than those taught by the traditional approach. According to the post-test and interviews, it was also found that instruction for the cooperative group was more successful in remediation of the predetermined misconceptions.  相似文献   

16.
The present study focused on investigating the effectiveness of instruction via newly developed teaching materials based on cooperative learning when compared to a traditional approach, on ninth grade students’ understanding of metallic bonding. Fifty-seven ninth grade science students from two science classes in the same high school participated in this study. The same teacher taught metallic bonding with cooperative learning to an experimental group (N = 28) and with a traditional teacher centred approach to a control group (N = 29). Students’ conceptual understanding of metallic bonding was measured using the Metallic Bonding Concept Test. The results from the Student’s t test indicated that the mean score of the students in the experimental group was significantly higher in the experimental group (78.60, SD = 8.62), than in the control group (54.33, SD = 9.11) after treatment. In the light of the results from the concept test and individual interviews, the misconceptions related to metallic bonding were found less in the experimental group than traditional. Five of these misconceptions were firstly identified in this study. The individual interviews which were done with students from experimental group immediately after the instruction showed that students had positive perceptions about their cooperative work experiences.  相似文献   

17.
ABSTRACT

The effects of cooperative group learning on students’ persistence, self‐regulation, and efforts to please teachers and parents were examined. Eighty‐one high school geometry students were randomly assigned to either a cooperative learning or traditional lecture group. Twenty‐seven students received cooperative group instruction for nine weeks and then received traditional classroom instruction for nine weeks. Twenty‐five students received traditional instruction for nine weeks and then received cooperative group instruction for nine weeks. Twenty nine students received traditional classroom instruction for 18 weeks. Participants completed pre, post, and post‐posttest motivation questionnaires at each phase of the project. Students in the cooperative group classrooms exhibited significantly greater gains in persistence, self‐regulation, and efforts to please their parents and teacher. The implications of these findings for motivation theory and cooperative group structures are discussed.  相似文献   

18.
Cooperative learning is an active learning approach in which students work together in small groups to complete an assigned task. Students commonly find the subject of ‘physical and chemical changes’ difficult and abstract, and thus they generally have many misconceptions about it.

Purpose

This study aimed to investigate the effects of jigsaw cooperative learning activities developed by the researchers on sixth grade students’ understanding of physical and chemical changes.

Sample

Participants in the study were 61 sixth grade students in a public elementary school in Izmir, Turkey.

Design and methods

A pre-test and post-test experimental design with a control group was used, and students were randomly assigned to the experimental and control groups. Instruction of the subject was conducted via jigsaw cooperative learning in the experimental group and via teacher-centered instruction in the control group. During the jigsaw process, experimental group students studied the subjects of changes of state, changes in shape and molecular solubility from physical changes, and acid–base reactions, combustion reactions and changes depending on heating from chemical changes in their jigsaw groups.

Results

The concept test results showed that jigsaw cooperative learning instruction yielded significantly better acquisition of scientific concepts related to physical and chemical changes, compared to traditional learning. Students in the experimental group had a lower proportion of misconceptions than those in the control group, and some misconceptions in the control group were identified for the first time in this study.

Conclusions

Jigsaw cooperative learning is an effective teaching technique for challenging sixth grade students’ misconceptions in the context of physical and chemical changes, and enhancing their motivation, learning achievements, self-confidence and willingness in the science and technology lesson. This technique could be applied to other chemistry subjects and other grade levels.  相似文献   

19.
Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning, students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process focused on the task at hand (task regulation). In this study, we investigate how support of collaborative inquiry learning can influence the use of regulative activities of students. Furthermore, we explore the possible relations between task regulation, team regulation and learning results. This study involves tenth-grade students who worked in pairs in a collaborative inquiry learning environment that was based on a computer simulation, Collisions, developed in the program SimQuest. Students of the same team worked on two different computers and communicated through chat. Chat logs of students from three different conditions are compared. Students in the first condition did not receive any support at all (Control condition). In the second condition, students received an instruction in effective communication, the RIDE rules (RIDE condition). In the third condition, students were, in addition to receiving the RIDE rules instruction, supported by the Collaborative Hypothesis Tool (CHT), which helped the students with formulating hypotheses together (CHT condition). The results show that students overall used more team regulation than task regulation. In the RIDE condition and the CHT condition, students regulated their team activities most often. Moreover, in the CHT condition the regulation of team activities was positively related to the learning results. We can conclude that different measures of support can enhance the use of team regulative activities, which in turn can lead to better learning results.  相似文献   

20.
In this study, we examine how bilingual students in elementary school use their languages and what this means for their meaning-making in science. The class was multilingual with students bilingual in different minority languages and the teacher monolingual in Swedish. The analysis is based on a pragmatic approach and the theory of translanguaging. The science content was electricity, and the teaching involved class instruction and hands-on activities in small groups. The findings of the study are divided into two categories, students’ conversations with the teacher and student’s conversations with each other. Since the class was multilingual, the class instruction was carried out in Swedish. Generally, when the conversations were characterised by an initiation, response and evaluation pattern, the students made meaning of the activities without any language limitations. However, when the students, during whole class instruction, were engaged in conversations where they had to argue, discuss and explain their ideas, their language repertoire in Swedish limited their possibilities to express themselves. During hands-on activities, students with the same minority language worked together and used both of their languages as resources. In some situations, the activities proceeded without any visible language limitations. In other situations, students’ language repertoire limited their possibilities to make meaning of the activities despite being able to use both their languages. What the results mean for designing and conducting science lessons in a multilingual class is discussed.  相似文献   

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