Relationship between Ability-Paired Interactions and the Development of Fifth Graders' Concepts of Balance

Describes the effects of ability-paired student interactions on achievement as fifth graders (n=83) worked on laboratory activities relating to balance. Results revealed that low ability student achievement is greater, they speak more words, exhibit less distracting behavior, and move blocks on the...

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Bibliographic Details
Published inJournal of research in science teaching Vol. 31; no. 8; p. 847
Main Authors Carter, Glenda, Jones, M. Gail
Format Journal Article
LanguageEnglish
Published 01.10.1994
Subjects
Ability Grouping
Academic Ability
Academic Achievement
Educational Research
Elementary Education
Grade 5
High Achievement
Low Achievement
Science Activities
Science Education
Science Education Research
Science Instruction
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Summary:Describes the effects of ability-paired student interactions on achievement as fifth graders (n=83) worked on laboratory activities relating to balance. Results revealed that low ability student achievement is greater, they speak more words, exhibit less distracting behavior, and move blocks on the lever less when they are paired with a partner of high ability. (ZWH)
ISSN:0022-4308
DOI:10.1002/tea.3660310807