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Article Dans Une Revue International Journal of Science Education Année : 2010

Cooperative learning in science: Follow-up from primary to high school

Andrew Tolmie
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  • PersonId : 892504
Donald Christie
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  • PersonId : 892505
Eleni Karagiannidou
  • Fonction : Auteur
  • PersonId : 892506

Résumé

This paper reports a two year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary to 16 high schools. Cognitive, affective and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.
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Dates et versions

hal-00567815 , version 1 (22-02-2011)

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Allen Thurston, Keith J Topping, Andrew Tolmie, Donald Christie, Eleni Karagiannidou, et al.. Cooperative learning in science: Follow-up from primary to high school. International Journal of Science Education, 2010, 32 (04), pp.501-522. ⟨10.1080/09500690902721673⟩. ⟨hal-00567815⟩

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