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

Autor/inn/en	Leman, Patrick J.; Skipper, Yvonne; Watling, Dawn; Rutland, Adam
Titel	Conceptual Change in Science Is Facilitated through Peer Collaboration for Boys but Not for Girls
Quelle	In: Child Development, 87 (2016) 1, S.176-183 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12481
Schlagwörter	Child Development; Gender Differences; Science Activities; Task Analysis; Pretests Posttests; Scientific Concepts; Concept Formation; Child Behavior; Cooperative Learning; Children; Motion; Physics; Correlation + Suchen Sie Ihr Suchwort? Kindesentwicklung; Geschlechterkonflikt; Aufgabenanalyse; Concept learning; Begriffsbildung; Kooperatives Lernen; Child; Kind; Kinder; Bewegungsablauf; Physik; Korrelation
Abstract	Three hundred and forty-one children (M[subscript age] = 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01