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Grounded Theory on Regulative Strategies used in Cooperative Learning by primary school children

Pierik, S.J. (2020) Grounded Theory on Regulative Strategies used in Cooperative Learning by primary school children.

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Abstract:Learning does not happen in a vacuum. Learning often happens in a social setting, especially considering that cooperative learning is an important part of primary education. Additionally, self-regulation is an important aspect of understanding learners. An individual learner will need to maintain motivation and focus, and often needs to make use of strategy and planning. Additionally, In recent years, with the introduction of Socially Shared Regulation of Learning, theory on self-regulation has expanded from the individual to the social. Theory on cooperative learning and Socially Shared Regulation of Learning are related and each has something to offer to the other. In this study, using a grounded theory approach, we have analysed four small groups of sixth grade children working on an unstructured group assignment. Results are presented using excerpts from the transcripts, giving insight in the processes involved in self-regulation and shared regulation of learning in a cooperative setting. A model is proposed from a developmental perspective, centred around stimulating learning of self-regulation skills and collaboration skills.
Item Type:Essay (Bachelor)
Clients:
Unknown organization, Enschede, Nederland
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology, 80 pedagogy
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/80750
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