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

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

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 schools 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.
Original languageEnglish
Pages (from-to)501-522
Number of pages21
JournalInternational Journal of Science Education
Volume32
Issue number4
DOIs
Publication statusPublished - Mar 2010

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cooperative learning
science
school
primary school
school transition
longitudinal study

Keywords

  • cooperative learning
  • primary school
  • secondary school
  • science education

Cite this

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Cooperative learning in science: follow-up from primary to high school. / Christie, D.; Karagiannidou, E.

In: International Journal of Science Education, Vol. 32, No. 4, 03.2010, p. 501-522.

Research output: Contribution to journalArticle

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