Learning science in small multi-age groups: the role of age composition |
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| Authors: | Maria Kallery Thomais Loupidou |
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| Institution: | 1. Department of Physics, Aristotle University of Thessaloniki, Thessaloniki, Greece;2. School of Experiential Learning of Thessaloniki, Thessaloniki, Greece |
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| Abstract: | The present study examines how the overall cognitive achievements in science of the younger children in a class where the students work in small multi-age groups are influenced by the number of older children in the groups. The context of the study was early-years education. The study has two parts: The first part involved classes attended by pre-primary children aged 4-6. The second part included one primary class attended by students aged 6-8 in addition to the pre-primary classes. Students were involved in inquiry-based science activities. Two sources of data were used: Lesson recordings and children’s assessments. The data from both sources were separately analyzed and the findings plotted. The resulting graphs indicate a linear relationship between the overall performance of the younger children in a class and the number of older ones participating in the groups in each class. It seems that the age composition of the groups can significantly affect the overall cognitive achievements of the younger children and preferentially determines the time within which this factor reaches its maximum value. The findings can be utilized in deciding the age composition of small groups in a class with the aim of facilitating the younger children’s learning in science. |
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| Keywords: | Small multi-age groups science learning early-years science education role of age in mixed-age grouping learning science in small groups |
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