Classroom Interaction and Opportunities for Cross-Sex Peer Learning in Science

Bibliographic Data

ID11670913
AuthorsMarlaine E Lockheed (corresponding author), Abigail M Harris (0000-0003-0113-8709, Educational Testing Service)
Year1982
Volume2
Issue2
Pages135-143
Publication date1982-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Journal of Early Adolescence (JOURNAL)
Journal identifiersISSN: 0272-4316 • E-ISSN: 1552-5449
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/027243168200200205
OpenAlexW2029940338
LanguageEN
Citations received4

The relationship between opportunities for cross-sex peer learning and student attitudes toward cross-sex peer learning in science was addressed in an analysis of data from 29 fourth- and fifth-grade classrooms. It was found that teachers rarely organize instruction to encourage peer learning and that students are generally unwilling to work with a cross-sex classmate on science projects. Students in classrooms exhibiting relatively higher levels of collaborative opportunities held statistically significantly less stereotyped attitudes than students in classrooms where collaboration was relatively rare

Mathematics education · Pedagogy · Peer feedback · Peer learning · Peer review · Political science · Science education · Science learning · Diverse Educational Innovations Studies · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology

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