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The Effects of Scripted Cooperative Learning in Elementary School Science Instruction  

Koh, Han-Joong (Jeonju National University of Education)
Kang, Suk-Jin (Jeonju National University of Education)
Moon, So-Hyun (Jeonju National University of Education)
Han, Jae-Young (Seoul National University)
Noh, Tae-Hee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.24, no.3, 2004 , pp. 459-467 More about this Journal
Abstract
In this study, the effects of scripted cooperative learning in elementary school science instruction were investigated. Three classes (95 sixth graders) were divided into three groups, including a traditional learning group, a cooperative learning group and a scripted cooperative learning group respectively. Students were taught about 'several kinds of gas' for nine class periods. After instruction, the effects upon student's achievement, science learning motivation, and attitude toward science instruction were examined. ANCOVA results indicated that there was a significant interaction effect between the treatment and achievement level in the achievement test scores. The achievement test scores of the low level students were significantly higher in the scripted cooperative learning group than those in the other groups. The science learning motivation and the attitude toward science instruction scores were also significantly higher among students in the scripted cooperative learning group.
Keywords
scripted cooperative learning; elementary school science; achievement; science learning motivation; attitude toward science instruction;
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