Cooperative Learning is the
Most Effective Method for
Learning Science
Con Position
Cooperative Learning-A Definition
• Bursuk and Friend (2006)-Cooperative
learning: positive interdependence, face to
face interactions, individual accountability,
and interpersonal skills.
• “Students work together in small groups
toward a common goal”
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Cooperative Learning is NOT the
most effective
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Pseudoscience
Brain Research
Experts vs Novices
Other Methods are Just
as Good
Multiple Intelligences
Metacognition
Pitfalls
Notes
Moses Effect
Brain Research
• Phillips (2005)
– Students need chunking as well as big picture
– Making information relevant
How People Learn
Experts vs. Novices
• Experts needed when extensive breadth of
knowledge
– Contextualize
• Experts needed when problem solving is
required
– Metacognition
Alternative: Model-Based Inquiry
• How Students Learn: Science in the
Classroom (2005)
– Genetics Unit
• Background: Mendel
• Own Pedigree
• Understanding of Inheritance Patterns
How are cooperative learning groups different
from traditional groups?
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Grouping
Team-building
Interdependence
Teacher monitoring
Leadership
Group reports
Are there instances, when cooperative learning
groups can be useful?
• Cooperative learning can be useful for
elementary students for the following
reasons.
Are cooperative learning groups the best
way to reinforce the development of thinking
skills in science subjects?
• What are the goals of education?
• What should be the role of teachers in the
classroom?
• When we give tests to students, do we
give the test to the group or to the
individual student? Why?
Pseudoscience!
• Johnson (2008) indicates that starting with
zealous ideas of supremacy followed by
filtered research is a no-no.
• Why would we be here if there were a
single best learning strategy?
• Science
Percieved reality
determines
belief
Multiple Intelligences
• What would Howard Gardner
say about this claim?
“…I am convinced that all seven
of the intelligences have equal
claim to priority.” “I think of the
intelligences as raw, biological
potentials…” (1993, p.6)
Cooperative learning alone is
multiple intelligence deficient.
CL Best? Students don’t think so!
• End of semester
anonymous survey
30
Hands On
25
• “Doing things by our self
and looking at changes
and effects helps me
learn.”
• Conclusion: Differentiate
and/or balance
Cooperative
Learning
Powerpoints
20
15
10
Other/Status
Quo
Field Work
5
0
Student
Want
More
Students
Want
Less
Nicenet
Metacognition, Prior Knowledge,
Inquiry
• The tenets of learning according to How Students Learn Science in
the Classroom
• Group work is not THE approach to supporting the development of
metacognitive skills.
• Group dynamics can yield hazards
• “Some students may dominate the discussion and the group
decisions, while others may participate little if at all.”
• Solution: more individual approaches (Bransford, J.D., & Donovan,
M.S., 2005)
Metacognition, Prior Knowledge,
Inquiry
Prior Knowledge
Teacher modeling
Hands-on learning
Lecture
Authentic assessment
Cooperative Learning
Individual work
Discussion
Metacognition
Inquiry
Pitfalls
• Academic outcomes of
cooperative learning for
students with disabilities vary
(as cited in McMaster & Fuchs,
2002 by Bursuk and Friend
2006).
• CL is hard to implement
properly.
• According to Bursuk and
Friend (2006), cooperative
learning: positive
interdependence, face to face
interactions, individual
accountability, and
interpersonal skills.
Pitfalls
Interdependence
Independence
• Interdependence
according to Covey
(1989): “as we become
independent-proactive,
centered in correct
principles, value driven
and able to organize and
execute around the
priorities in our life with
integrity…”(p187).
• Independence ≠ My
students
Quotes by Dr. Rivas
“The goal is differentiation, the
idea is to reach different types
of learners.” February 21, 2007
“Teachers tend to do what is
easiest or what they are used to
doing.” February 7, 2007
Moses Effect
Research shows that cooperative
learning is great.
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VERY WIDELY USED
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Positive results are only found in
research if the cooperative
learning is formal.
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Unfortunately, the varieties of
cooperative learning most widely
used are informal and lack the
fundamental elements that can
make cooperative learning
effective. (Slavin 2003).
Conclusion