The effect of cooperative learning on science achievement and attitudes toward science in the third grade (Record no. 20092)

MARC details
000 -LEADER
fixed length control field 03707nam a2200241Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20200212124820.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Kameh, Layal Moussa
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The effect of cooperative learning on science achievement and attitudes toward science in the third grade
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2009
300 ## - PHYSICAL DESCRIPTION
Extent 134 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Research findings have determined that teaching methods, among other factors, have an impact on elementary students' science achievement. Educators have been striving to devise teaching methods to improve science outcomes. A variety of teaching strategies that involve hands-on activities and that allow students to be more independent learners have been designed to be used in science classrooms. One of those methods is cooperative learning. Proponents argue that by working with others and sharing their experiences, one can see different points of view and can thereby maximize learning as well as developing interpersonal and communication skills. Many educators believe that this is an effective method because this is the way that scientists and engineers work.The review of the literature revealed unresolved disagreement concerning the effect of cooperative learning. Research showed that cooperative learning can have a positive, negative, or no effect on learners' academic achievement. In addition to that there was a scarcity of research on cooperative elementary science in general, and lower elementary science in particular. The purpose of this study was to investigate the effect of cooperative learning on elementary students' science achievement, attitudes towards science, and attitudes towards cooperative learning. In addition to that, the study investigated the challenges that the teachers face during cooperative learning.A sample of (34) students from two grade 3 classes in a private school in Beirut city participated in this experimental/descriptive study, whereby a science unit was taught to the two classes using two different methodologies: Cooperative learning (experimental group) and direct instruction (control group). Pre- and post- tests were administered to both groups to compare students' achievement before and after the intervention, and an attitude questionnaire was administered at the same time. Later, the focus group approach was used to investigate their attitudes towards science and cooperative learning. In addition to that, the teacher was interviewed to discuss her role and the challenges that she faces when cooperative learning is implemented. Results of the study showed that cooperative learning had no effect on students' science achievement. However, it had a significant effect on students' attitudes towards science and attitudes towards this teaching methodology. Results also showed that the science teacher who was involved in this study did no prefer using cooperative learning in her class. The study also provided recommendations for future research and practice.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Apprentissage coopératif
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cooperative Learning
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire L’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education Sciences education Teaching Methods Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعلم التعاوني
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية تعليم العلوم طرق التعليم تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27472">http://search.shamaa.org/FullRecord?ID=27472</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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