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ERIC Number: ED270738
Record Type: Non-Journal
Publication Date: 1986-Mar
Pages: 116
Abstractor: N/A
Reference Count: N/A
Guided, Cooperative Learning and Individual Knowledge Acquisition. Technical Report No. 372.
Brown, Ann L.; Palincsar, Annemarie S.
Drawing upon Piagetian and Vygotskian developmental theories, philosophical examinations of the nature of argument and explanation, analyses of classroom and Socratic dialogues, and cooperative classroom structures, this paper examines how cooperative learning can influence individual knowledge acquisition. The paper first reviews some of the theoretical claims concerning a variety of group learning procedures and the evidence that supports their efficacy. Claims discussed include the following: (1) group participation aids learning, (2) group settings force learning with understanding and thus produce conceptual changes, and (3) individual thought processes originate in social interaction. The paper then examines a program of guided cooperative learning--reciprocal teaching, which combines expert scaffolding, guided practice in applying simple concrete strategies, and cooperative learning discussions. In particular, the paper explores the impact of the program on the listening and reading comprehension strategies of first grade students. The paper concludes that reciprocal teaching is a successful method of improving both listening and comprehension, and discusses possible extensions of the techniques to instruction in specific content areas. Fourteen pages of references are also included. (FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; Department of Education, Washington, DC.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.