dc.contributor |
Háskóli Íslands |
dc.contributor |
University of Iceland |
dc.contributor.author |
Jónasson, Jón Torfi |
dc.contributor.author |
Óskarsdóttir, Gunnhildur |
dc.date.accessioned |
2017-11-07T12:53:28Z |
dc.date.available |
2017-11-07T12:53:28Z |
dc.date.issued |
2015 |
dc.identifier.citation |
Óskarsdóttir, G., & Jónasson, J. T. (2015). Quiet pupils can be effective learners. Nordic Studies in Science Education, 11(3), 238–248. doi:10.5617/nordina.968 |
dc.identifier.issn |
1504-4556 |
dc.identifier.issn |
1894-1257 (eISSN) |
dc.identifier.uri |
https://hdl.handle.net/20.500.11815/444 |
dc.description.abstract |
Abstract
This paper investigates the importance for pupils’ learning of being generally visibly active participant
in a classroom discussion. A class of six year-old pupils was taught about the human skeletal
system and other organs. To determine what they had learnt, they were asked to produce drawings
before and after the course of teaching. The pupils’ participation in the class discussion during the
course of teaching was given values on a scale from 1–8, the most talkative receiving the value 1 and
the least talkative (or most quiet) the value 8. The study showed that the less talkative the pupils
were in the discussion the more they gained from the teaching. The results could not be accounted for
by ceiling effects and similar patterns obtained across the materials used support the robustness of
the findings. The study suggests that it cannot be assumed that participating in classroom discussion
during the learning process is a necessary precondition for learning. |
dc.format.extent |
238-248 |
dc.language.iso |
en |
dc.relation.ispartofseries |
Nordina;11(3) |
dc.rights |
info:eu-repo/semantics/openAccess |
dc.subject |
Learning |
dc.subject |
Quiet children |
dc.subject |
Classroom discussion |
dc.subject |
Primary school |
dc.subject |
Grunnskólanemar |
dc.subject |
Nám |
dc.subject |
Námsárangur |
dc.title |
Quiet pupils can be effective learners |
dc.type |
info:eu-repo/semantics/article |
dcterms.license |
This work is licensed under a Creative Commons Attribution 3.0 License. |
dc.description.version |
Peer Reviewed |
dc.identifier.journal |
Nordina: Nordic Studies in Science Education |
dc.identifier.doi |
10.5617/nordina.968 |
dc.relation.url |
https://www.journals.uio.no/index.php/nordina/article/view/968/2257 |
dc.contributor.school |
School of education (UI) |
dc.contributor.school |
Menntavísindasvið (HÍ) |