Guided, Cooperative Learning and Individual Knowledge Acquisition. Technical Report No. 372.

Autor/inn/en	Brown, Ann L.; Palincsar, Annemarie S.
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	Guided, Cooperative Learning and Individual Knowledge Acquisition. Technical Report No. 372.
Quelle	(1986), (116 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Content Area Reading; Educational Philosophy; Grade 1; Group Activities; Learning Processes; Learning Strategies; Learning Theories; Listening Skills; Peer Groups; Peer Teaching; Primary Education; Reading Comprehension; Reading Instruction; Reading Research; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Bildungsphilosophie; Erziehungsphilosophie; School year 01; 1. Schuljahr; Schuljahr 01; Gruppenaktivität; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Gleichaltrigengruppe; Peer Group; Peer group teaching; Peer Group Teaching; Primarbereich; Leseverstehen; Leseunterricht; Leseforschung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Drawing upon Piagetian and Vygotskian developmental theories, philosophical examinations of the nature of argument and explanation, analyses of classroom and Socratic dialogues, and cooperative classroom structures, this paper examines how cooperative learning can influence individual knowledge acquisition. The paper first reviews some of the theoretical claims concerning a variety of group learning procedures and the evidence that supports their efficacy. Claims discussed include the following: (1) group participation aids learning, (2) group settings force learning with understanding and thus produce conceptual changes, and (3) individual thought processes originate in social interaction. The paper then examines a program of guided cooperative learning--reciprocal teaching, which combines expert scaffolding, guided practice in applying simple concrete strategies, and cooperative learning discussions. In particular, the paper explores the impact of the program on the listening and reading comprehension strategies of first grade students. The paper concludes that reciprocal teaching is a successful method of improving both listening and comprehension, and discusses possible extensions of the techniques to instruction in specific content areas. Fourteen pages of references are also included. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC