ERIC Number: ED206378
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Children's Discourse in Cooperative and Didactic Interaction: Developmental Patterns in Effective Learning.
Cooper, Catherine R.; And Others
Experimental and supplementary observational studies of how children help one another learn are reported. In the experiment, developmental patterns in children's discourse in two common peer-learning situations were investigated. Sixty-four pairs of children, drawn equally from kindergarten and second grade, participated in the study. Dyads, composed of friendship pairs, were matched by age, sex, and grades. In the first situation, children were engaged in a cooperative learning activity game; in the second situation, members of the original pairs were asked to teach another child to play the game. Sessions were videotaped, and all verbal interaction was transcribed and coded. Elements of the code included (1) attention-focusing statements, (2) instrumental statements, (3) evaluative responses, (4) referential specificity, and (5) nonverbal behaviors. The supplementary observational study was conducted in a kindergarten classroom of a public school and in a second-grade classroom of a private parochial school in which children were encouraged to work together. The kindergarten class consisted of 16 girls and 11 boys; the second grade class included 12 girls and 10 boys. Audio recordings were made at children's tables as they worked, and supplemental field notes were made to describe nonverbal behaviors, seating arrangements, and other pertinent contextual information. Tapes were reviewed and indexed for the occurrence of instructional episodes among children. Results are discussed. (Author/RH)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Dept. of Home Economics.
Identifiers: Multiple Measures Approach