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Peer reviewedKempa, R. F.; Ayob, Aminah – International Journal of Science Education, 1991
The verbal interactions among pupils engaged in problem-solving tasks were studied in an attempt to explore the effectiveness of small-group learning in science. Interactions were predominantly task related, but their content rarely rose above the level of "factual information" interchange. Information exchange at higher cognitive levels…
Descriptors: Biology, Chemistry, Cooperative Learning, Foreign Countries
