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Conceptual Change in Science Is Facilitated Through Peer Collaboration for Boys but Not for Girls
Author(s) -
Leman Patrick J.,
Skipper Yvonne,
Watling Dawn,
Rutland Adam
Publication year - 2016
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12481
Subject(s) - psychology , task (project management) , developmental psychology , conceptual change , concept learning , style (visual arts) , motion (physics) , conceptual framework , social psychology , cognitive psychology , mathematics education , philosophy , management , archaeology , epistemology , economics , history , artificial intelligence , computer science
Three hundred and forty‐one children ( M 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.