Opin vísindi

Quiet pupils can be effective learners

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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)

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