A study of the development of cooperative learning in elementary school science classes : Focus on cases of discussion

Abstract

In this study, we investigated how elementary school pupils (the lower, middle, and upper grades) learn from each other in science classes over a long period, and we attempted to analyze the results of the investigation. In addition, we enhanced the culture of cooperative learning among the pupils. In Study 1, changes observed in discussion cases that occurred in existing groups were investigated. The results showed that discussions tended to end in easy agreement and rarely became an experience-exchange case. In Study 2, discussions were investigated in second grade classes in which instructions regarding cooperative learning had been given. The results indicated that the level of discussion does not depend on the grade but on the culture of cooperative learning that exists among the pupils. In Study 3, it was clarified that the enhancement of the culture of cooperative learning can be observed in any grade by drawing out the pupils' existing ability to learn from each other and by letting them have free-group discussion and work together. In Study 4, the relationship between discussion cases and the composition of groups was investigated. The results indicated that the members who had experienced the experience-exchange case tended to form the same group.