Enhancing outcomes in school science for pupils during transition from elementary school using cooperative learning

Allen Thurston; Donald Christie; Eleni Karagiannidou; Pauline Murray; Andrew Tolmie; Keith Topping

Enhancing outcomes in school science for pupils during transition from elementary school using cooperative learning

Allen Thurston, Donald Christie, Eleni Karagiannidou, Pauline Murray, Andrew Tolmie, Keith Topping

Research output: Contribution to journal › Article › peer-review

Abstract

This article reports data from a 2-year longitudinal study on cooperative learning in school science. The study reported the effects of cooperative learning in science on science attainment, effective development and social connectedness, and interactions during transition from elementary to high school in rural and urban school settings. The project followed 204 children involved a project in cooperative learning in elementary school science and 440 comparison children who were not involved in the elementary school science program as they undertook transition from 24 elementary to 16 high schools. Cognitive, affective, and social gains observed in the elementary school science project survived transition. The implications for improving outcomes in school science during school transition by using cooperative learning initiatives are explored. The implications for practice and policy are discussed. (Contains 2 tables.)

Original language	English
Pages (from-to)	19-32
Number of pages	14
Journal	Middle Grades Research Journal
Volume	5
Issue number	1
Publication status	Published - 2010

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title = "Enhancing outcomes in school science for pupils during transition from elementary school using cooperative learning",

abstract = "This article reports data from a 2-year longitudinal study on cooperative learning in school science. The study reported the effects of cooperative learning in science on science attainment, effective development and social connectedness, and interactions during transition from elementary to high school in rural and urban school settings. The project followed 204 children involved a project in cooperative learning in elementary school science and 440 comparison children who were not involved in the elementary school science program as they undertook transition from 24 elementary to 16 high schools. Cognitive, affective, and social gains observed in the elementary school science project survived transition. The implications for improving outcomes in school science during school transition by using cooperative learning initiatives are explored. The implications for practice and policy are discussed. (Contains 2 tables.)",

author = "Allen Thurston and Donald Christie and Eleni Karagiannidou and Pauline Murray and Andrew Tolmie and Keith Topping",

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T1 - Enhancing outcomes in school science for pupils during transition from elementary school using cooperative learning

AU - Thurston, Allen

AU - Christie, Donald

AU - Karagiannidou, Eleni

AU - Murray, Pauline

AU - Tolmie, Andrew

AU - Topping, Keith

PY - 2010

Y1 - 2010

N2 - This article reports data from a 2-year longitudinal study on cooperative learning in school science. The study reported the effects of cooperative learning in science on science attainment, effective development and social connectedness, and interactions during transition from elementary to high school in rural and urban school settings. The project followed 204 children involved a project in cooperative learning in elementary school science and 440 comparison children who were not involved in the elementary school science program as they undertook transition from 24 elementary to 16 high schools. Cognitive, affective, and social gains observed in the elementary school science project survived transition. The implications for improving outcomes in school science during school transition by using cooperative learning initiatives are explored. The implications for practice and policy are discussed. (Contains 2 tables.)

AB - This article reports data from a 2-year longitudinal study on cooperative learning in school science. The study reported the effects of cooperative learning in science on science attainment, effective development and social connectedness, and interactions during transition from elementary to high school in rural and urban school settings. The project followed 204 children involved a project in cooperative learning in elementary school science and 440 comparison children who were not involved in the elementary school science program as they undertook transition from 24 elementary to 16 high schools. Cognitive, affective, and social gains observed in the elementary school science project survived transition. The implications for improving outcomes in school science during school transition by using cooperative learning initiatives are explored. The implications for practice and policy are discussed. (Contains 2 tables.)

M3 - Article

SN - 1937-0814

VL - 5

SP - 19

EP - 32

JO - Middle Grades Research Journal

JF - Middle Grades Research Journal

IS - 1

ER -

Enhancing outcomes in school science for pupils during transition from elementary school using cooperative learning

Abstract

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