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Conceptual Change in Science Is Facilitated Through Peer Collaboration for Boys but Not for Girls

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Abstract

Three hundred and forty-one children (Mage  = 9,0 years) engaged in a series of science tasks in collaborative, same-sex pairs or did not interact. All children who collaborated on the science tasks advanced in basic-level understanding of the relevant task (motion down an incline). However, only boys advanced in their conceptual understanding at a 3-week posttest. Discussion of concepts and procedural aspects of the task led to conceptual development for boys but not girls. Gender differences in behavioral style did not influence learning. Results are discussed in terms of the links between gender and engagement in conversations, and how gender differences in collaboration may relate to differences in participation in science.

Citation

(2016). Conceptual Change in Science Is Facilitated Through Peer Collaboration for Boys but Not for Girls. Child Development, 176 -183. https://doi.org/10.1111/cdev.12481

Acceptance Date Jun 23, 2015
Publication Date Jan 12, 2016
Journal Child Development
Print ISSN 0009-3920
Publisher Wiley
Pages 176 -183
DOI https://doi.org/10.1111/cdev.12481
Keywords children, psychology, child psychology
Publisher URL http://dx.doi.org/10.1111/cdev.12481

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