Cooperative learning in third graders' jigsaw groups for mathematics and science with and without questioning training

British Journal of Educational Psychology

Volumn 77, Issue 4, 2007, Pages 755-771

  Souvignier, Elmar ^a   Kronenberger, Julia ^a  

^a GOETHE UNIVERSITY   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; COOPERATION; FEMALE; HUMAN; LEARNING; MALE; MATHEMATICS; METHODOLOGY; SCIENCE; TEACHING;

CHILD; COOPERATIVE BEHAVIOR; FEMALE; HUMANS; LEARNING; MALE; MATHEMATICS; SCIENCE; TEACHING;

EID: 36749002584     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709906X173297     Document Type: Article

References (33)

1. Aronson, E., Blaney, N., Stephan, C., Sikes, J., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage.
2. Aronson, E., & Patnoe, S. (1997). The jigsaw classroom (2nd ed.). New York: Longman.
3. Borsch, F., Jürgen-Lohmann, J., & Giesen, H. (2002). Kooperatives Lernen in Grundschulen: Leistungssteigerung durch den Einsatz des Gruppenpuzzles im Sachunterricht [Cooperative learning in elementary schools: Effects of the jigsaw method on student achievement in science]. Psychologie in Erziehung und Unterricht, 49, 172-183.
4. Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1-35.
5. Cronbach, L. J., & Furby, L. (1970). How we should measure change - or should we? Psychological Bulletin, 74, 68-80.
6. Dansereau, D. F. (1988). Cooperative learning strategies. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 103-120). San Diego, CA: Academic Press.
7. Fawcett, L. M., & Garton, A. F. (2005). The effect of peer collaboration on children's problem-solving ability. British Journal of Educational Psychology, 75, 157-169.
8. Fippinger, F. (1991). Allgemeiner Schultest für 3. Klassen (AST 3) [General school test for 3rd graders]. Weinheim: Beltz.
9. Fuchs, L. S., Fuchs, D., Kazdan, S., & Allen, S. (1999). Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving. Elementary School Journal, 99, 201-219.
10. Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137.
11. Hager, W. (1995). Planung und Durchführung der Evaluation von kognitiven Förderprogrammen [Planning and designing evaluation of cognitive training programs]. In W Hager (Ed.), Programme zur Förderung des Denkens bei Kindern: Konstruktion, Evaluation und Metaevaluation (pp. 100-206). Göttingen: Hogrefe.
12. Johnson, D. W. (2003). Social interdependence: Interrelationships among theory, research, and practice. American Psychologist, 58, 934-945.
13. Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Internet: http://www.co-operation.org/pages/ cl-methods.html (20.09.2004).
14. King, A. (1994). Guided knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31, 338-368.
15. King, A. (1999). Discourse patterns for mediating peer learning. In A. M. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 87-115). Mahwah, NJ: Erlbaum.
16. Krajewski, K., Liehm, S., & Schneider, W. (2004). Deutscher Mathematiktest für zweite Klassen (DEMAT2 + ) [German test for mathematics in 2nd graders]. Weinheim: Beltz.
17. Kronenberger, J., & Souvignier, E. (2005). Fragen und Erklärungen beim kooperativen Lernen in Grundschulklassen [Questions and explanations during cooperative learning in elementary school]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 37, 91-100.
18. Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Journal of Educational Research, 27, 29-63.
19. McCormick, C. B., & Pressley, M. (1997). Educational psychology: Learning, instruction, assessment. New York, NY: Longman.
20. Meloth, M. S., & Deering, P. D. (1994). Task talk and task awareness under different cooperative learning conditions. American Educational Research Journal, 31, 138-165.
21. Rieder, O. (1991). Allgemeiner Schulleistungstest für 2. Klassen (AST 2) [General achievement test for 2nd graders]. Weinheim: Beltz.
22. Rogosa, D. (1988). Myths about longitudinal research. In K. W. Schaie, R. T. Campbell, W. Meredith, & S. C. Rawlings (Eds.), Methodological issues in aging research. New York: Springer.
23. Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology, 95, 240-257.
24. Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181-221.
25. Schunk, D. H. (1998). Teaching elementary students to self-regulate practice of mathematic skills with modeling. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning. From teaching to self-reflective practice (pp. 137-159). New York: Guilford Press.
26. Shachar, H., & Fischer, S. (2004). Cooperative learning and the achievement of motivation and perceptions of students in 11th grade chemistry classes. Learning and Instruction, 14, 69-87.
27. Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. Boston, MA: Allyn and Bacon.
28. Slavin, R. E., Hurley, E. A., & Chamberlain, A. (2003). Cooperative learning and achievement: Theory and research. In W M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational Psychology (Vol. 7, pp. 177-198). Hoboken, NJ: Wiley.
29. Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students' achievement, attitudes, and social relations. American Educational Research Journal, 32, 321-351.
30. van Boxtel, C., van der Linden, J., & Kanselaar, G. (2000). Collaborative learning tasks and the elaboration of conceptual knowledge. Learning and Instruction, 10, 311-330.
31. Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21-39.
32. Yackel, E., Cobb, P., & Wood, T. (1991). Small group interactions as a source of learning opportunities in second-grade mathematics. Journal for Research in Mathematics Education, 22, 390-408.
33. Yager, S., Johnson, D. W., & Johnson, R. T. (1985). Oral discussion, group-to-individual transfer, and achievement in cooperative learning groups. Journal of Educational Psychology, 77, 60-66.