Cooperative learning and dyadic interactions: two modes of knowledge construction in socio-constructivist settings for team-sport teaching

By Florence Darnis, Lucile Lafont. 2015

103 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d582689cf3fd9174c66563cd8687f133646d4c20

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. A. Casey
2. Victoria A. Goodyear
3. Javier Fernández-Río
4. Luis Santos
5. Judith Fernandez-Cando
6. N. Sanz

In Physical Therapy, Sports Therapy and Rehabilitation

1. Javier Fernández-Río
2. Victoria A. Goodyear
3. Luis Santos
4. Judith Fernandez-Cando
5. N. Sanz
6. A. Casey
7. A. MacPhail
8. S. González‐Víllora

In Social Psychology

1. Javier Fernández-Río
2. Victoria A. Goodyear
3. Luis Santos
4. Judith Fernandez-Cando
5. N. Sanz
6. A. Casey
7. A. MacPhail
8. Justin A. Haegele

Citations in the corpus

• Impact of a sustained Cooperative Learning intervention on student motivation (2017, background): “Promotive face-to-face interaction and group processing were identified as the two elements of Cooperative Learning that offered increased opportunities for student interaction, which led to academic learning (Darnis and Lafont 2013; Smith and Parr 2007).”
• Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature (2015, background): “Discussions and time for promotive face-to-face interaction afforded students the opportunity to problem solve and in engage in higher-order thinking (Casey, 2004; Darnis & Lafont, 2013; Dyson & Strachan, 2004; Gossett & Fischer, 2005; Hastie & Casey, 2010).”