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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ576154
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0256-8543
Peer Collaboration versus Teacher-Directed Instruction: How Two Methodologies Engage Students in the Learning Process.
Kewley, Lanadale
Journal of Research in Childhood Education, v13 n1 p27-32 Fall-Win 1998
Observed four fifth-graders who collaboratively solved problems integrating concepts related to fractions and area. Compared features of learning through peer collaboration with teacher-directed learning, including whole solution versus component parts, appropriation versus scaffolding, analysis versus synthesis, conflict versus errorless learning, equals in collaboration versus tutor-tutee relationship, and novel responses versus imitation. (LPP)
Descriptors: Cooperative Learning, Grade 5, Group Dynamics, Intermediate Grades, Learning Processes, Learning Strategies, Mathematical Concepts, Peer Relationship, Problem Solving, Teacher Guidance, Teacher Student Relationship
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A