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Title: Are three heads better than two? Exploring how dyadic and triadic groupings affect the learning processes that occur between 11-12 year-old pupils in science lessons
Author: Povall, Jillian Clare
ISNI:       0000 0001 3497 4725
Awarding Body: Open University
Current Institution: Open University
Date of Award: 2008
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Abstract:
This study investigates how dyadic and triadic groupings affect the nature of the learning processes and social interactions that take place between 11-12 year-old children in science lessons. Historically, in the English secondary school system, Key Stage 3 pupils, (11-14 year-oIds) are grouped according to the availability of resources. Dyads and triads are the most common groupings. There has been considerable research around the effect of group size on pupils' learning generally, but little of this has been· focused on science per se and none, as far as can be determined, has specifically compared science learning within dyadic and triadic groupings. In the study reported here, 146 eleven and twelve year old pupils were pre-tested using a science-reasoning test. On the basis of their scores, the pupils were assigned to work as dyads or triads, where each individual in a dyad or triad had an identical or similar score to the rest of their group. An integrated quantitative and qualitative approach was adopted using multiple methods of data collection. Videotaped observation was used to record pupil discussions as they carried out science tasks in their dyad or triad. Additional data were collected through pupil questionnaires and interviews. The results show that the frequency of disputational disagreement was higher amongst triads than dyads during discussion based activities. However for the practical activity, . there .was little difference in the nature of transactions. For dyads, working without friends produced talk which was more characteristic of exploratory talk than when working with friends.
Supervisor: Not available Sponsor: Not available
Qualification Name: EdD--Open University, 2008 Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.486516  DOI: Not available
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