Becoming a Socially Responsive Co-Learner: Primary School Pupils' Practices of Face-to-Face Promotive Interaction in Cooperative Learning Groups

Autor/in	Kristiansen, Selma Dzemidzic
Titel	Becoming a Socially Responsive Co-Learner: Primary School Pupils' Practices of Face-to-Face Promotive Interaction in Cooperative Learning Groups
Quelle	In: Education Sciences, 11 (2021), Artikel 195 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kristiansen, Selma Dzemidzic)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Cooperative Learning; Interaction; Elementary School Students; Group Activities; Peer Relationship; Peer Influence; Verbal Communication; Nonverbal Communication; Knowledge Level; Foreign Countries; Barriers; Small Group Instruction; Bosnia and Herzegovina + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Interaktion; Gruppenaktivität; Peer-Beziehungen; Non-verbal communication; Nonverbale Kommunikation; Wissensbasis; Ausland; Bosnia-Herzegovina; Bosnien-Herzegowina
Abstract	Promoting pupils' face-to-face promotive interaction (FtFPI) is crucial for effective cooperative learning (CL) in group work. This article provides insight into interpersonal behaviour and supportive communication as two important aspects of FtFPI. Sixteen pupils 9-10 years of age were videotaped in four structured mixed-ability groups during CL sessions at two primary schools in post-war Bosnia and Herzegovina (BiH). The features of FtFPI that pupils use for peer support in small CL groups and on interfering factors that pupils encounter during FtFPI were analysed using a thematic hybrid approach. The study found that pupils used verbal and non-verbal features for co-learners' responsive actions during FtFPI. However, the findings also revealed some factors that interfere with the pupils' FtFPI, such as having insufficient knowledge and personal skills about peer attention, encouragement and praising. The study recommends that future studies should implement the intervention necessary to foster both teachers' and pupils' understanding and functional knowledge of FtFPI for successful small CL groups. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01