Group work in elementary science: Towards organisational principles for supporting pupil learning
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
Small-group research provides compelling evidence that expression and reasoned discussion of differences of opinion supports both academic attainment and general reasoning.
“This research provides compelling evidence for the third of the above themes: the expression and reasoned discussion of differences of opinion has been shown repeatedly to support both academic attainment and general reasoning”
From Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019) · cites this paper as Howe et al., 2007
The relevance of reference back in natural settings is questionable.
“However, the relevance of reference back in natural settings is questionable (Howe et al., 2007).”
From Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019) · cites this paper as Howe et al., 2007
Cites
Restructuring the Classroom: Conditions for Productive Small Groups
Cohen, E. G. (1994) · Review of Educational Research · doi:10.3102/00346543064001001 · Cited by 2,120 · see citing works
Peer interaction and learning in small groups
Webb, N. M. (1989) · International Journal of Educational Research · doi:10.1016/0883-0355(89)90014-1 · Cited by 1,050 · see citing works
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Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?
Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2019) · Journal of the Learning Sciences · doi:10.1080/10508406.2019.1573730 · Cited by 425 · see citing works
Self-citation‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups
Webb, N. M., Franke, M. L., De, T., Chan, A. G., Freund, D., Shein, P., & Melkonian, D. K. (2009) · Cambridge Journal of Education · doi:10.1080/03057640802701986 · Cited by 193 · see citing works
Fung, D., & Howe, C. (2014) · Cambridge Journal of Education · doi:10.1080/0305764x.2014.897685 · Cited by 60 · see citing works
Self-citationDecristan, J., Bertram, V., Reitenbach, V., Schneider, K. M., Köhler, C., & Rauch, D. P. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2022.2141757 · Cited by 15 · see citing works
- Authors
- Howe, C., Tolmie, A., Thurston, A., Topping, K., Christie, D., Livingston, K., Jessiman, E., & Donaldson, C.
- Affiliations
- University of Cambridge (GB)
- University of Dundee (GB)
- University of Strathclyde (GB)
- University of Aberdeen (GB)
- Corresponding author
- Howe, Christine
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2007-10
- Volume
- 17
- Issue
- 5
- Pages
- 549-563
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2000424720
- Cited by
- 173
- References
- 2
- Citations by year
- 2026: 5 · 2025: 2 · 2024: 4 · 2023: 8 · 2022: 9 · 2021: 8 · 2020: 12 · 2019: 6 · 2018: 9 · 2017: 15 · 2016: 8 · 2015: 9 · 2014: 10 · 2013: 23 · 2012: 11
- FWCI
- 39.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Instruction (publishedVersion)
- Discovery Research Portal (University of Dundee) (submittedVersion)
- Stirling Online Research Repository (University of Stirling) (submittedVersion, public-domain)
- UCL Discovery (University College London) (submittedVersion)
- Cambridge University Engineering Department Publications Database (submittedVersion)
- Research Portal (Queen's University Belfast) (submittedVersion)
- Strathprints: The University of Strathclyde institutional repository (University of Strathclyde) (submittedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- group work, elementary school science, classroom organization, student learning, evaporation and condensation, force and motion, elementary school students, cooperative learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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