LEARNING INTERACTIONS IN GROUP WORK IN SCIENCE

In an attempt to explore the effectiveness of small‐group learning in science, the verbal interactions among pupils engaged in problem‐solving tasks were studied. Analysis of the transcripts of the discourse revealed substantial variations in the ‘interactiveness’ of groups (consisting of either three or four pupils). Interactions were predominantly task‐related, but their content rarely rose about the level of ‘factual information’ interchange. Information exchange at higher cognitive levels ('explainer level’ and ‘insight level') was largely absent, suggesting that problem solving does not readily take place as a ‘group activity’. The study of interaction patterns within groups led to the conclusion that most verbal information is exchanged in ‘dialogue’ form, involving only two pupils at a time. © 1991 Taylor & Francis Group, LLC.