Learning Science in Small Multi-Age Groups: The Role of Age Composition

Autor/inn/en	Kallery, Maria; Loupidou, Thomais
Titel	Learning Science in Small Multi-Age Groups: The Role of Age Composition
Quelle	In: International Journal of Science Education, 38 (2016) 9, S.1570-1590 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1201871
Schlagwörter	Small Group Instruction; Mixed Age Grouping; Science Education; Preschool Children; Elementary School Students; Science Activities; Active Learning; Inquiry; Student Evaluation; Group Dynamics; Performance Based Assessment; Science Achievement; Video Technology; Teaching Methods; Intermode Differences; Instructional Effectiveness; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Jahrgangsübergreifende Gruppe; Naturwissenschaftliche Bildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aktives Lernen; Schulnote; Studentische Bewertung; Gruppendynamik; Leistungsermittlung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ausland; Griechenland
Abstract	The present study examines how the overall cognitive achievements in science of the younger children in a class where the students work in small multi-age groups are influenced by the number of older children in the groups. The context of the study was early-years education. The study has two parts: The first part involved classes attended by pre-primary children aged 4-6. The second part included one primary class attended by students aged 6-8 in addition to the pre-primary classes. Students were involved in inquiry-based science activities. Two sources of data were used: Lesson recordings and children's assessments. The data from both sources were separately analyzed and the findings plotted. The resulting graphs indicate a linear relationship between the overall performance of the younger children in a class and the number of older ones participating in the groups in each class. It seems that the age composition of the groups can significantly affect the overall cognitive achievements of the younger children and preferentially determines the time within which this factor reaches its maximum value. The findings can be utilized in deciding the age composition of small groups in a class with the aim of facilitating the younger children's learning in science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01