Task Talk and Task Awareness under Different Cooperative Learning Conditions

Meloth, Michael S.; Deering, Paul D.

doi:10.2307/1163270

Cited by 13 publications

(17 citation statements)

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“…Similar findings were reported for 206 nine and ten-year-old children undertaking cooperative learning tasks, which were reported to promote metacognitive awareness about learning (Meloth & Deering, 1994). A possible mechanism for this may be that cooperative groupwork enables and facilitates a greater volume of engaged and successful practice, leading to consolidation, fluency and automaticity of core skills (see Figure 1).…”

Section: Discussionsupporting

confidence: 77%

Cooperative Learning in Science: Follow‐up from primary to high school

Thurston

Topping

Tolmie

et al. 2009

International Journal of Science Education

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Section: Discussionsupporting

confidence: 77%

Cooperative Learning in Science: Follow‐up from primary to high school

Thurston

Topping

Tolmie

et al. 2009

International Journal of Science Education

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“…In this condition, students must coordinate their efforts, share information, contribute specialized expertise, and build on each other's thinking. When students in a group adopt goals that involve conceptual learning (Meloth & Deering, 1994), students are superior in learning science concepts and strategies for reading. In addition, interpersonal skills, such as listening, taking turns, speaking in a suitable voice, and encouraging full participation, can be encouraged, which enhances text interpretation and enjoyment of group work (Almasi, 1995;Johnson et al, 1989).…”

Section: Collaborationmentioning

confidence: 99%

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

Guthrie

Meter²,

Hancock

et al. 1998

Journal of Educational Psychology

103

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The authors define reading engagement as the mutual support of motivations, strategies, and conceptual knowledge during reading. To increase reading engagement, a collaborative team designed a year-long integration of reading/language arts and science instruction (Concept-Oriented Reading Instruction, CORI). The authors compared students who received this instruction to similar students who received traditionally organized instruction aimed toward the same objectives. A path analysis showed that CORI had a positive effect on strategy use and text comprehension for students at Grades 3 and 5 when accounting for past achievement and prior knowledge. CORI also had a positive, indirect effect on conceptual knowledge mediated by strategy use, and this instruction facilitated conceptual transfer indirectly through several paths simultaneously. The findings are discussed in relation to a growing literature on instructional contexts for motivated strategy use and conceptual learning from text. The term engagement in reading refers to the motivated use of strategies and conceptual knowledge during reading. These processes operate dynamically, increasing over time. The engaged reader is in a continual process of activating and extending his or her conceptual understanding. As the individual reads, he or she acquires core knowledge that lies at the heart of the domain (Alexander, Schallert, & Hare, 1991; Chi, DeLeeuw, Chiu, & Lavancher, 1994). For example, conceptual knowledge of a topic such as adaptation includes information about species, habitats, life cycles, and evolutionary change. Particular propositions about a species and its habitat are related to each other, and broad principles form a network of understanding (Alexander, Jetton, & Kulikowich, 1996; Chi et al., 1994). From our perspective, conceptual transfer occurs when the student uses conceptual knowledge to address a new question or to solve a problem. Engaged readers use and regulate strategies to enhance their conceptual understanding. Using prior knowledge (Anderson & Pearson, 1984), and posing questions as they explore their environment, engaged readers are involved in a process of searching (Singer & Donlan, 1982). They read multiple texts, examine a variety of documents, and extract critical details (Guthrie, Weber, & Kimmerly, 1993). As engaged readers succeed in searching, they use strategies for integrating information (Dole, Duffy, Roehler, & Pearson, 1991) from expository and narrative texts (Graesser, Gold

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“…The six items composing this questionnaire were rated along a 5-point scale and addressed the difficulty and attractiveness of the task along with the time needed to complete the task. Some of the items were based on the work of Dale (1994) and Meloth and Deering (1994). Given that the items did not form a homogeneous scale, the results will be presented per item.…”

Section: Measurement Of Student Evaluationsmentioning

confidence: 99%

Effects of a Cooperative Learning Program on the Elaborations of Students Working in Dyads

Krol¹,

Janssen²,

Veenman³

et al. 2004

Educational Research and Evaluation

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In this study, the effects of a school improvement program on cooperative learning (CL) with respect to the elaborations of 6th-grade students working in mixed-ability and mixed-sex dyads on 2 cooperative tasks were examined. A posttest-only design with a control group was used to investigate the provision and receipt of elaborations within the dyads and the performance of the dyads working on cooperative mathematics and language tasks. Treatment dyads were found to exchange significantly more high-level elaborations during the language task than the control dyads. The treatment dyads also tended to produce higher performance scores on the 2 tasks.

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Task Talk and Task Awareness under Different Cooperative Learning Conditions

Cited by 13 publications

References 0 publications

Cooperative Learning in Science: Follow‐up from primary to high school

Cooperative Learning in Science: Follow‐up from primary to high school

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

Effects of a Cooperative Learning Program on the Elaborations of Students Working in Dyads

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