Group work in primary school science: discussion, consensus and guidance from experts

By Christine Howe, Andrew K. Tolmie. 2003

93 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0a9aa4881ee43e503887b2c3e00d93882e2be2c6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. P. Blatchford
2. Neil Mercer
3. Christine Rubie-Davies
4. M. Galton
5. Judy Sebba
6. E. Baines
7. P. Kutnick
8. Christine Howe

In Education

1. Neil Mercer
2. P. Blatchford
3. Christine Rubie-Davies
4. M. Galton
5. Judy Sebba
6. E. Baines
7. P. Kutnick
8. Christine Howe

Citations in the corpus

• Social effects of collaborative learning in primary schools (2010, background): “These tasks were designed to promote proposition and explanation of ideas by group members, via instructions to share and discuss their thoughts, reach a consensus, and record an agreed explanation in writing (cf. Howe & Tolmie, 1998, 2003).”
• The effects of pupil grouping : literature review (2005, background): “6 Impact of grouping in different curriculum subjects There appears to be little specific research disaggregating or comparing effects in different curriculum subject areas except for that reported above by Ireson et al. (2002) showing progress in Key Stage 3 to be influenced by mathematics set but ”
• Improving the effectiveness of collaborative group work in primary schools: effects on science attainment (2007, unknown): “, 2000 ; Howe & Tolmie, 2003 ), the role of exploratory talk (Mercer, 2000 ), and peer tutoring (Topping, 1994 ).”
• Improving pupil group work interaction and dialogue in primary classrooms: results from a year‐long intervention study (2009, background): “…mediating process in many explanations of the effectiveness of group work on conceptual understanding (Aufschnaiter, Erduran, Osborne, & Simon 2007; Howe & Tolmie, 2003; Mercer, Wegerif, & Dawes, 1999; Wiley & Voss, 1999; Wilkinson, Parr, Fung, Hattie, & Townsend, 2002) and critical thinking…”
• ‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups (2009, result): “Empirical findings from group-work studies demonstrate the critical relationship between explaining and achievement (see Fuchs et al., 1997; Howe et al., 2007; Howe & Tolmie, 2003; King, 1992; Nattiv, 1994; Slavin, 1987; Veenman, Denessen, van den Akker, & van der Rijt, 2005; Webb, 1991).”
• Collaborative Group Work in Middle Childhood (2009, background): “…in research addressing conceptual change in three areas of science [Howe, Rodgers, & Tolmie, 1990; Howe, Tolmie, Duchak-Tanner, & Rattray, 2000; Howe & Tolmie, 2003], group performance was, on average, superior to pretest performance and post-test performance was, again on average, equivalent…”
• Talk and the Development of Reasoning and Understanding (2008, background): “They found that some features of dialogue are particularly associated with solving complex problems, such as requiring that partners should try to achieve consensus in their discussion [Howe & Tolmie, 2003].”