文章基本信息

标题：Becoming a Socially Responsive Co-Learner: Primary School Pupils’ Practices of Face-to-Face Promotive Interaction in Cooperative Learning Groups
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作者：Selma Dzemidzic Kristiansen
期刊名称：Education Sciences
电子版ISSN：2227-7102
出版年度：2021
卷号：11
期号：5
页码：195
DOI：10.3390/educsci11050195
出版社：MDPI Publishing
摘要：Promoting pupils’ face-to-face promotive interaction (FtFPI) is crucial for effective cooperative learning (CL) in group work. This article provides insight into interpersonal behaviour and supportive communication as two important aspects of FtFPI. Sixteen pupils 9–10 years of age were videotaped in four structured mixed-ability groups during CL sessions at two primary schools in post-war Bosnia and Herzegovina (BiH). The features of FtFPI that pupils use for peer support in small CL groups and on interfering factors that pupils encounter during FtFPI were analysed using a thematic hybrid approach. The study found that pupils used verbal and non-verbal features for co-learners’ responsive actions during FtFPI. However, the findings also revealed some factors that interfere with the pupils’ FtFPI, such as having insufficient knowledge and personal skills about peer attention, encouragement and praising. The study recommends that future studies should implement the intervention necessary to foster both teachers’ and pupils’ understanding and functional knowledge of FtFPI for successful small CL groups.
关键词：face-to-face promotive interaction; cooperative learning; cooperative practice; peer support face-to-face promotive interaction ; cooperative learning ; cooperative practice ; peer support