Aprendizaje entre iguales en Ciencias Naturales de Educación Primaria: Perspectivas teóricas y sus implicaciones para la práctica en el aula

Translated title of the contribution: Peer learning in primary school science: Theoretical perspectives and implications for classroom practice

Allen Thurston (Lead / Corresponding author), K. Van de Keere, K. J. Topping, W. Kosack, S. Gatt, J. Marchal, N. Mestdagh, D. Schmeinck, W. Sidor, K. Donnert

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Abstract

This article examines cognitive models of peer learning in school and the implications that these models have for the teaching of science in primary schools. The article is a product of the European Commission, Socrates Comenius 2.1 funded project ‘The Implementation of Scientific Thinking in (Pre) Primary Schools Settings (STIPPS)’ project (www.stipps.info). It reviews literature and examines the models developed to exemplify Piagetian and Vygotskian cognitive models of peer learning. The role that metacognition and affective development play in the peer learning process is explored. Research regarding the implementation of peer learning in school contexts is reviewed and recommendations are made as to a critical typology for the organisation and structure of peer learning in primary school science are made. The article provides a link between cognitive models of peer learning in primary school science and the classroom implementation of such models. The implications for continuing professional development of teachers in respect of the use of peer learning in science are explored and recommendations in this respect are made.
Translated title of the contributionPeer learning in primary school science: Theoretical perspectives and implications for classroom practice
Original languageSpanish
Pages (from-to)477-496
Number of pages20
JournalElectronic Journal of Research in Educational Psychology
Volume5
Issue number13
DOIs
Publication statusPublished - 2007

Keywords

  • Peer learning
  • Science
  • Cognitive psychology

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