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The effects of teacher and student dialogues during cooperative learning on students' discourse, problem-solving, and learning (2007–2008)

Abstract:
The project aims to investigate the effects of training teachers in specific thinking and problem-solving strategies on students discourse, problem-solving and learning during cooperative group work. It will provide key information on the role teacher discourse plays in promoting strategic and meta-cognitive thinking among students to enhance student to student interaction and learning. It will lead to specific practical recommendations to schools about how critical thinking and problem-solving strategies can be taught to students to promote student discourse and enhance their cognitive and meta-cognitive thinking and learning.
Grant type:
ARC Discovery Projects
Researchers:
Funded by:
Australian Research Council