Summary
There is some evidence from this study that reflectivity within cooperative learning groups develops over time. Preliminary observations suggest that Slavin's third and fourth levels of skills, those of reflection and reasoning and reconception and reformulation and Kempa and Ayob's higher levels of explanation and insight appear more advanced in groups strategically managed by teachers for such outcomes. Later analyses will permit more detailed accounts of the relationships between the teacher's management strategies, and reflection within groups of different gender composition.
References
Cooper, C. (1982) Peer learning in the classroom: tracing developmental patterns and consequence of children's spontaneous interactions. In L. Wilkinson (ed)Communication in the classroom, New York: Academic Press.
Gayford, C. (1992) Patterns of group behaviour in open-ended problem solving in science classes of 15 year old students in EnglandInternational Journal of Science Education 14 (1) 41–49.
Gott, R. & Murphy, P. (1987)Assessing investigations at 13 and 15. APU Science Survey. London: Department of Education and Science.
Kempa R. & Ayob A. (1991) Learning interactions in group work in scienceInternational Journal of Science Education 13 (3) 341–354.
Slavin, R. (1983) When does cooperative learning increase student achievement?Psychological Bulletin 94 (3) 429–445.
Author information
Authors and Affiliations
Additional information
Specializations: science teacher education.
Specializations: studies in twentieth century science education in Australia, teacher education.
Rights and permissions
About this article
Cite this article
Sadler, J., Fawns, R. Communication on a problem solving task in cooperative learning groups. Research in Science Education 22, 417–419 (1992). https://doi.org/10.1007/BF02356929
Issue Date:
DOI: https://doi.org/10.1007/BF02356929