NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ922164
Record Type: Journal
Publication Date: 2011
Pages: 25
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-0950-0693
Collaboration and Peer Tutoring in Chemistry Laboratory Education
Ding, Ning; Harskamp, Egbert G.
International Journal of Science Education, v33 n6 p839-863 2011
The aim of this study is to examine the effectiveness of collaborative learning with hints and peer tutoring with hints, and individual learning with hints in chemistry laboratory education in a secondary school. A total of 96 eleventh graders participated in this study. The study has a randomized pre-test and post-test design with a delayed post-test. During the four-week intervention, students were required to carry out eight lab tasks in total. The students filled in a 17-item self-assessment of learning gain questionnaire on the last day. Analyses of students' learning achievements showed that students in both the collaborative learning and peer tutoring situations outperformed those learning individually with hints. The delayed post-test, which was administered three months later, revealed that students who had been in the peer tutoring situation outscored those in the collaborative learning situation. Student self-assessment questionnaires on learning gain provided further details in this regard. (Contains 4 figures and 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 11; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China