TY - CHAP
T1 - The influence of grouping on young students’ learning while coding
T2 - an analysis of talk in different pair arrangements
AU - Falloon, Garry
PY - 2022
Y1 - 2022
N2 - In the past, studies have been undertaken investigating the effects of different student groupings on achievement and learning processes. Some studies have indicated benefits from ability group methods, while others trialling social and cooperative groupings have signalled benefits from self-select arrangements. However, very little recent work has been undertaken studying different student groupings in schools, and almost none involving young children. This article reports results from a study involving 45 six year olds, completing a series of coding challenges working in three different pairings. The study used an adaptation of Mercer’s (J Computer-Assisted Learn 10:24–32, 1994) Talk-Type and Hennessy et al.’s (Learn Culture Social Interact 9:16–44, 2016) Classroom Dialogue analytical frameworks to evaluate the quality of oral discourse between the students, to determine any effect the different groupings had on learning progress and knowledge-building. Results suggested benefits from self-select methods, with students displaying higher levels of task engagement, relational trust and learning interdependence. These results are of high significance to early years’ educators using grouping as a strategy to improve students’ learning.
AB - In the past, studies have been undertaken investigating the effects of different student groupings on achievement and learning processes. Some studies have indicated benefits from ability group methods, while others trialling social and cooperative groupings have signalled benefits from self-select arrangements. However, very little recent work has been undertaken studying different student groupings in schools, and almost none involving young children. This article reports results from a study involving 45 six year olds, completing a series of coding challenges working in three different pairings. The study used an adaptation of Mercer’s (J Computer-Assisted Learn 10:24–32, 1994) Talk-Type and Hennessy et al.’s (Learn Culture Social Interact 9:16–44, 2016) Classroom Dialogue analytical frameworks to evaluate the quality of oral discourse between the students, to determine any effect the different groupings had on learning progress and knowledge-building. Results suggested benefits from self-select methods, with students displaying higher levels of task engagement, relational trust and learning interdependence. These results are of high significance to early years’ educators using grouping as a strategy to improve students’ learning.
KW - grouping
KW - coding
KW - cooperative
KW - social
KW - learning
KW - primary
KW - school
UR - https://link.springer.com/book/9789811905674
UR - http://www.scopus.com/inward/record.url?scp=85128916108&partnerID=8YFLogxK
U2 - 10.1007/978-981-19-0568-1_15
DO - 10.1007/978-981-19-0568-1_15
M3 - Chapter
SN - 9789811905674
T3 - Lecture Notes in Educational Technology
SP - 321
EP - 366
BT - STEM, robotics, mobile apps in early childhood and primary education
A2 - Papadakis, Stamatios
A2 - Kalogiannakis, Michail
PB - Springer, Springer Nature
CY - New York
ER -