Exploring Collaborative Learning in the Middle Years Programme from the International Baccalaureate Organization through Network and Content Analysis
ABSTRACT: Collaborative learning is important for student success in science classrooms. This study used content and network analysis to assess how collaborative learning skills in Middle Years Programme (MYP) science classrooms are supported. Nine curricula documents were selected for content analysis and were examined for phrases related to a priori or emergent codes. Categories establishing trends within each code were named; similar categories across codes were merged into themes. Nine themes were found, related to student behavior and cognition, educator behavior and classroom environment, and learning goals. Network analysis was used to graphically explore the social structures interconnecting codes. This information can be used to examine what is implemented in classrooms as well as explore the impact on student achievement.