Open AccessInteracción entre iguales y aprendizaje de conceptos científicos
Author(s) -
Luis María Rodríguez Barreiro,
Tomás Escudero Escorza
Publication year - 2000
Publication title -
enseñanza de las ciencias/enseñanza de las ciencias
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.495
H-Index - 15
eISSN - 2174-6486
pISSN - 0212-4521
DOI - 10.5565/rev/ensciencias.4044
Subject(s) - homogeneous , psychology , context (archaeology) , process (computing) , mathematics education , humanities , computer science , geography , philosophy , mathematics , archaeology , combinatorics , operating system
Throughout this article we try to present the first results of a wider research about the verbal intercourses which take place in small groups of students, and its relationship with the process of learning scientific concepts. The research has been done with secondary students, aged 15-16. They were working in real context on the solution of activities leading to the development of their alternative conceptions about energy. Here you have some of the conclusions obtained: 1) Their development towards more accurate concepts is wider when working in groups than working individually. 2) The actions of giving and receiving help and the following usage of that help have a clear and significative relationship with the fact of learning. 3) The pupils in homogeneous groups interact and learn more than those pupils in heterogeneous groups. Previous training in cooperative skills helps those students with less experience.