ERIC Number: EJ1099710
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 35
Inquiry and Groups: Student Interactions in Cooperative Inquiry-Based Science
Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L.
International Journal of Science Education, v38 n5 p842-860 2016
Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic inquiry based primary science class setting. Thirty-one upper primary students were videotaped working in cooperative inquiry based science activities. Cooperative talk and negotiation of the science content was analysed to identify any high-level group interactions. The data show that while all groups have incidences of high-level content-related group interactions, the frequency and duration of these interactions were limited. No specific pattern of preceding events was identified and no episodes of high-level content-related group interactions were immediately preceded by the teacher's interactions with the groups. This in situ study demonstrated that even without any kind of scaffolding, specific skills in knowing how to implement cooperative inquiry based science, high-level content-related group interactions did occur very briefly. Support for teachers to develop their knowledge and skills in facilitating cooperative inquiry based science learning is warranted to ensure that high-level content-related group interactions and the associated conceptual learning are not left to chance in science classrooms.
Descriptors: Science Education, Elementary School Science, Primary Education, Inquiry, Cooperative Learning, Observation, Video Technology, Group Dynamics, Discourse Analysis, Time Factors (Learning), Time on Task, Scaffolding (Teaching Technique), Active Learning, Interaction Process Analysis, Student Characteristics, Foreign Countries, Small Group Instruction, Learning Activities, Science Activities, Coding, Cognitive Processes, Vignettes
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 - Research
Education Level: Elementary Education; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Australia