Type:

Other

Description:

This article Investigates how Greek secondary school students interacted in pairs and fours while discussing and attempting to explain physical phenomena. Results indicate that students progressed significantly more in their physics reasoning after participation in fours than in pairs. Discourse analysis in different groupings suggests that differences were related to the more constrained modes of interaction in pairs. (16 references)

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Active Learning,Education Foundations,oai:nsdl.org:2200/20080905113131231T,Secondary Education,Problem Solving,Foreign Countries,Social Sciences,Graduate/Professional,Higher Education,Group Discussion,Discourse Analysis,Behavior,Educational Strategies,Group Dynamics,Education Practices,High School,NSDL_SetSpec_439869,Vocational/Professional Development Education,Greece,Education,Cooperative Learning

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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