Examining the Nature of Helping Interactions in Primary School Children in Years 2, 4, and 6.

Autor/inn/en	Gillies, Robyn M.; Ashman, Adrian F.
Titel	Examining the Nature of Helping Interactions in Primary School Children in Years 2, 4, and 6.
Quelle	(1995), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Active Learning; Cooperation; Cooperative Learning; Elementary Education; Elementary School Students; Foreign Countries; Group Activities; Learning Strategies; Longitudinal Studies; Prosocial Behavior; Self Directed Groups; Teamwork; Australia; Otis Lennon School Ability Test + Suchen Sie Ihr Suchwort? Aktives Lernen; Co-operation; Kooperation; Kooperatives Lernen; Elementarunterricht; Ausland; Gruppenaktivität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Australien
Abstract	To study the effects of structured cooperative learning environments on helping interactions and behaviors in the early, middle, and later primary school years, a study was conducted in 11 classrooms across 4 schools in suburban Brisbane, Queensland, Australia. Subjects were 172 children (56 in year 2, 68 in year 4, and 52 in year 6). Through stratified random assignment, 1 high-ability student, 2 medium-ability students, and 1 low-ability student were placed in workgroups. Workgroups were then assigned to a structured or unstructured cooperative learning environment. While they undertook activities assigned by their teachers, groups were observed and children's cooperative behaviors assessed. The language children used was noted, and a questionnaire captured children's perceptions of the group experience. Results showed that children in the two conditions showed marked differences in behaviors, types of language used, and styles of interaction. Compared to the unstructured group children, children in structured groups were more cooperative, helpful, and willing and able to involve every member in the task at hand; children in structured groups also used more inclusive language ("we" or "us," for example) and assisted each other in the learning process. Such behaviors were noted in the structured groups at all three age levels. (Contains 7 tables and 24 references.) (JW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC