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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ610390
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0157-244X
Classroom Management of Situated Group Learning: A Research Study of Two Teaching Strategies.
Smeh, Kathy; Fawns, Rod
Research in Science Education, v30 n2 p225-40 2000
Young pupils find collaborative learning hard to sustain, even though it is recommended by developmental psychology and classroom intervention theories. Investigates the effect of two role attribution strategies on communication in peer groups of different gender composition in 8th grade science classes. Confirms the effectiveness of social role attribution strategies in teacher management. (Contains 46 references.) (Author/YDS)
Descriptors: Concept Formation, Constructivism (Learning), Cooperation, Developmental Psychology, Elementary Secondary Education, Grade 8, Learning Processes, Problem Solving, Science Education, Sex Differences, Verbal Communication
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Australian Science Education Project; Vygotsky (Lev S)