Faculty of Education - Theses

Permanent URI for this collection

http://hdl.handle.net/11343/162

Filters

1993 1
1
Reset filters

Settings
Statistics
Citations
Subject: Study and teaching (Secondary) × Subject: Science × Subject: Victoria × Start date: 1990 × End date: 1999 × Author: Sadler, J.m ×

Search Results

Now showing 1 - 1 of 1
  • Item
    Thumbnail Image
    Teacher's management of learning in small groups in science classes
    Sadler, J.m ( 1993)
    Established curriculum documents in Victoria recommend group work as an effective teaching strategy but the implementation and management of such groups is poorly understood by many teachers. This study investigated two management strategies which differed in the degree of role attribution amongst group members and the effect of the strategies on communication, behaviour patterns and achievement on a problem solving investigation. Students in three parallel year eight science classes from one school were observed over an eight week period. A low level and a high level management strategy were randomly allocated to each of two classes and used to manage group work. After four weeks the management strategies were exchanged. The third class, which was used as the control, was managed in a way which was more typical of a traditional science class. Randomly selected groups of students from each class carried out a practical problem solving investigation as a pretest, then again at the completion of the first four weeks (phase 1) and again after the completion of the second four weeks (phase 2). Student conversations within groups were recorded and coded to identify levels of communication types. Students' written reports for each test were assessed and scores analysed. Teachers completed an observation schedule to identify styles of leadership and types of group behaviour within each class. It was found that the use of the low level management strategy, in particular, did increase the relative frequency of communication at higher cognitive levels, those of conceptualisations, as compared with the control treatment. Problem solving skills as measured by achievement on the written practical investigation improved over time and there was a significant effect in the area of "making measurements" when the management strategies were used as compared to the control treatment.