| Abstract: | Abstract Cooperative and collaborative learning are recognized as valuable components of classroom learning. However, many questions remain regarding how teachers might structure and guide children's group-learning experiences. An ethnographic case study of 29 Grade 6 and Grade 7 students who worked in groups over 5 weeks was examined to determine what was learned. Data included audiotape recordings of 6 groups of children working together across 11 work sessions, student interviews, children's self-evaluations and drawings, and research reports. Findings revealed that when working in groups, children require periods of unstructured time to organize themselves and to learn how to work together toward a mutual goal. |
